Archives and Special Collections

Archives, Historical Records, Special Collections

Archival Collections in the Classroom: A Conversation with CAMD’s Kara Braciale

Last semester, students in Professor Kara Braciale’s “5D Experience/Drawing” class did a deep dive in the University’s archival collections, specifically exploring artifacts, stories, and documents related to the culture and history of the neighborhoods surrounding Northeastern University. Students began their introduction to these archival materials by listening to oral histories from the Lower Roxbury Black History Project. After listening to the oral histories, each student was asked to identify an area of interest — a person, place, a theme — on which they would conduct further research and eventually develop a digital exhibition. Connecting students to these archival collections provided them an opportunity to engage with varied primary sources and historical objects, to connect with their larger Boston community through place-based learning, and to create projects that are meaningful and accessible to both the Northeastern community and its neighbors. I had a conversation with Kara Braciale about her experience with collaborating with the library and archives for this project, and about her decision to use Northeastern’s archival collections as a central resource in her course.   Can you give us a little background on your course and about how this project came to be? 5D Fundamentals Experience/Drawing is a foundational course in Art + Design that considers experience, interaction, behavior and context through a lens of cultural production. For the past few semesters I have incorporated Service-Learning – the classes do project-based work that fills a need for our community partner (in this case Northeastern Crossing) while reinforcing connections to our course content. In my discussions with Derek Lumpkins (Director of Neighborhood Partnerships and Programs) and Marissa Luse (Campus Engagement Coordinator) at Northeastern Crossing, they were interested in projects relating to the Lower Roxbury Black History Project. Since the Lower Roxbury Black History Project is an online archive and the final project of 5D is screen-based, the idea of student designed websites connected to that archive coalesced from our conversations.

Elma Lewis School of Fine Arts: A Retrospective (1950-1985) by Samantha Borri, E/AMD’19, and Melina Paulli, AMD’19

Can you tell me a little more about your course’s project? What were your expectations around the web project? The assignment evolved over the course of the semester since the content of the Lower Roxbury Black History Project was new to both me and to the students. We knew that we would be making websites and that they would come out of research relating to that archive but beyond that we didn’t know the shape of them. Our orientation in the archives with you, Regina, and Giordana Mecagni helped crystallize our process. After we learned how to navigate the physical collections, students went back into the Lower Roxbury Black History Project and listened to the histories and shared summaries and moments of interest with each other. Some students realized that they wanted to pursue what initially interested them during our orientation where we looked at the United South End Settlements records. Because Northeastern Crossing connects to all of the neighborhoods that surround Northeastern, it felt like fair game. Using the Lower Roxbury Black History Project as a model, our goal was to surface documents and materials relating to local people and institutions thereby increasing access to local histories.

Dana Chandler by Kevin Cannon and Greg Hackel-Johnson, AMD’19

What learning objectives were you hoping students would accomplish by the end of the project? Do you feel students achieved those objectives? Students were tasked with researching and producing a screen-based experience that situated archival material in the context of the Northeastern Crossing website (their final home). This demanded a sustained research effort in the Archives as well as particular knowledge of our partner organization which students gained through firsthand experience of its programming as well through conversation and interaction with the staff. In 5D, students are pressed to be very specific about audience and context and the layering of spaces engaged in this project: web/virtual; archival/historic; local/community provided a fertile, if complex, environment in which to develop their work. In a very concrete sense I wanted students to consider translating the physical materials found in the archives into a compelling experience on a screen. I also wanted them to consider the final home of their small websites as a framing device: who will be using their site and to what end? How is the purpose of their site influenced by the context in which it will be placed? From a skills-based perspective I wanted them to be able to design, construct and deploy a simple html/css based website. And finally I wanted them to have the experience of identifying and researching a subject that interested them personally. One of the most gratifying aspects of the project development was seeing how deeply students were willing to dive into areas that fascinated them. Listening to interviews in the Lower Roxbury Black History project might have gotten them thinking about the art scene in Roxbury which led them to discover particular artists or ask questions about art education based on what they encountered in the archives. Some students were led to ask questions about the origins of organizations that are still active or about the built environment of our neighborhood. Every person or partnership produced a site that achieved the fundamental objectives for the project. More than that, students were able to uncover materials that otherwise live out of view and situate them as part of a local history. In the critique, we had an amazing moment where Derek Lumpkins was able to point to a picture of a young girl in a dance class in the 1950’s who still lives in Roxbury!

Consideration & Community Planning Techniques in Lower Roxbury 1970-2000 by Ralph Perricelli, AMD’18

Do you have any comments you’d like to add about what it’s like collaborating with the library & archives for teaching and learning? Working with the staff of Archives and Special Collections was a highlight of my semester. The depth of expertise and facility and thoughtfulness with which it is shared by the staff is such a wonderful resource. Certainly these projects would never have happened without the aid of Regina and Giordana! I can see the value of orientation in the Archives for students in any discipline.   Explore a few of the students’ website projects below: Consideration & Community Planning Techniques in Lower Roxbury 1970-2000 by Ralph Perricelli, AMD’18 Dana Chandler by Kevin Cannon and Greg Hackel-Johnson, AMD’19 Elma Lewis School of Fine Arts: A Retrospective (1950-1985) by Samantha Borri, E/AMD’19, and Melina Paulli, AMD’19 “WE SHALL NOT BE MOVED FROM PARCEL 19”: The Story of Villa Victoria by Nick Salerno, E’18   Interested in integrating Northeastern’s archives and special collections into your course? Fill out the library session form to request an archives workshop for your students or contact your subject librarian to discuss how to build an assignment based on the Archive’s primary source materials.  

Boston Public Schools collection project complete

The following is a series written by archivists, academics, activists, and educators making available primary source material, providing pedagogical support, and furthering the understanding of Boston Public School’s Desegregation history. The beginning of a multi-archival scanning project that would result in the Boston Public Schools Desegregation Collection occurred in 2014 after a collaboration with the Boston Public Schools on school desegregation curricula. Now, in 2018, six archives’ materials totaling in over 4,500 items have been unified through an effort of selection, scanning, and cataloging. As of February 1, the collection is now available for public research through a portal created by the Northeastern University Archives & Special Collections: https://bpsdesegregation.library.northeastern.edu. The portal includes guides on how to use the collection, materials for educators, and other resources including timelines, exhibits, and links to other school desegregation collections. You are invited you to explore the collection as you see fit, by browsing materials contextualized through the portal or by searching using the Digital Public Library of America widget on the home page. Materials narrating the experiences of students, teachers, parents, and other community members in the midst of school desegregation in Boston await you. This project was made possible by the collaborative efforts of the Northeastern University Archives and Special Collections, University Archives and Special Collections at UMass Boston, Boston College Libraries, the Moakley Archive and Institute at Suffolk University, the Boston City Archives, and the National Archives and Records Administration in Boston and the support of Digital Commonwealth and the Digital Public Library of America. Along with collaborative partnerships, this project received financial and administrative support from the Boston Library Consortium.

Northeastern Archives featured in “Empower : The Campaign for Northeastern University”

Empower : The Campaign for Northeastern University

Northeastern University recently revealed the final total of its historic Empower campaign: $1.4 billion raised, for students, faculty, and research. President Aoun fêted Empower’s success at an event with donors on October 26 in the Cabot Center. Attendees engaged with interactive exhibits highlighting faculty and student research, including, on a giant 180-degree screen, videos that featured Northeastern’s history, its bright future, and the impact of Empower. Northeastern’s Marketing and Communications Department worked closely with staff from the Archives and Special Collections department to find photographs, documents, maps, stored in the Archives to illustrate the deep and rich history of the University, starting with its beginnings in 1898 as the Evening Institute for Young Men. Archival items used in the video include photographs of early sports teams and King Husky I, the dog who was the first Northeastern mascot, and selections from the Cauldron yearbook. The video traces the history of Northeastern’s programs, including the nation’s first-ever Automobile School and cooperative education, and the development of campus from the YMCA and the site of the first World Series to the construction of Richards Hall and beyond.  In all, over 100 archival items were included in this testament to Northeastern’s growth and development.  

BPS Desegregation Project: Visualizing Racial Disparity in Boston, c. 1970

The following is a series written by archivists, academics, activists, and educators making available primary source material, providing pedagogical support, and furthering the understanding of Boston Public School’s Desegregation history. View all posts This post was reprinted from Anna Kijas of the Boston College Libraries Digital Scholarship Group: https://ds.bc.edu/visualizing-racial-disparity-in-boston-c-1970/ with permission by Molly Brown, 11/13/2017 During the spring and summer of this year, I collaborated on an exhibit, Desegregating Boston Schools: Crisis and Community Activism, 1963-1977, with Sarah Melton and Dr. Eric Weiskott. The main exhibit is at the John J. Burns Library, and a smaller complementary exhibit is on view in the Reading Room, Level 3, Thomas P. O’Neill, Jr. Library. Curating this exhibit required doing research in special collections at John J. Burns Library, specifically in the Louise Bonar and Carol Wolfe collection, Citywide Coordinating Council Records, and the Robert F. Drinan, SJ Congressional Papers. One aspect of this exhibit was to create visualizations and infographics using racial demographic data for the City of Boston, racial distribution of students within the Boston Public Schools, and outcomes of the Boston School Committee election of 1973. The data for these visualizations was drawn from the materials in the Bonar/Wolfe collection, Citywide Coordinating Council Records, 1970 Census, and Analyze Boston. To complement the materials in the exhibit in the John J. Burns Library, which include a map depicting the total black population in the City of Boston (1970) juxtaposed with the wards won by the only black candidate—Patricia Bonner-Lyons, who ran for the Boston School Committee in 1973—I created these three density maps. The maps were created with tract-level 1970 Census data, which depicts the neighborhoods within the City of Boston as established by the Bureau of the Census. The shading (light to dark) of each neighborhood correlates with the number (low to high) of people according to race, as documented in the 1970 Census. From these visualizations it is easy to see that neighborhoods, including South Boston, West Roxbury, Roslindale, and Jamaica Plain were predominantly white, while the neighborhoods of Roxbury and Dorchester were predominantly black.

Density map depicting population according to racial demographics (white, black, and hispanic) in the City of Boston, ca. 1970. (Click on the image to open the interactive map in separate tab).

There are many different GIS platforms and tools available, but for this project I used Tableau Public a freely available software that enables you to create interactive data visualizations (not just maps!). The neighborhoods in these maps are created with a shapefile that I generated from the Neighborhood Change Database 1970-2010. Tableau Public provides the option to connect a spatial file, which will then allow you to render a spatial visualization and identify the specific dimensions (for this map: population by race) that will be shown in an info box upon clicking or hovering over the map.

Dimensions are visible in the pop-up box.

The full workbook for this visualization can be downloaded from the “City of Boston 1970 (test)” page on my Tableau Public profile page. Anna Kijas:: https://wp.me/p8gxJc-k8 https://ds.bc.edu/

Northeastern Archives’ Elma Lewis honored by Celebrity Series of Boston

Elma Lewis, whose papers reside in the Northeastern University Archives and Special Collections and is the founder of the Elma Lewis School of Fine Arts, the National Center of Afro-American Artists, and the Museum of the National Center of Afro-American Artists will be celebrated along with choreographer Alvin Ailey by the Celebrity Series of Boston at John Hancock Hall on Wednesday, December 6 at 7:00 PM. Celebrity Series of Boston’s event is entitled “REVELATIONS: The Legacies of Alvin Ailey and Boston’s Elma Lewis.” The event is free and open to the public. If you are interested in attending please follow this link to register and find more information: https://www.eventbrite.com/e/revelations-the-legacies-of-alvin-ailey-and-bostons-elma-lewis-tickets-39629597192?aff=cswebsite If you are interested in finding out more about Elma Lewis and her legacy in the arts and African American communities in Boston visit the Northeastern University Archives and Special Collections finding aid for her papers here: http://www.library.neu.edu/archives/collect/findaids/m38findprint.htm