Throughout the summer and fall of 2016, I am working with Northeastern University’s Archives and Special Collections and more specifically their portion of the materials that have been scanned for the Boston Public Schools Desegregation Project, creating EAC-CPF (Encoded Archival Context – Corporate Bodies, Persons, and Families) records. I am doing this work as part of an independent study for the Simmons College Library and Information Science master’s program, culminating more than two years of practical and intellectual study with this project, which is supervised by Katherine Wisser, Chair of the Society of American Archivists EAC Working Group.
Coming into the program at Simmons, I had a master’s from New York University’s Institute of Fine Arts in art and architectural history and several years as a sports journalist, thus an interest in written analysis and description was long engrained. Discovering archival standards for description and encoding description only furthered this focus, and the relationship between entities (who might also be creators) and archival materials or records struck me from the moment I heard of it. In the ensuing years of coursework and as an early professional processing collections at the Phillips Library, Peabody Essex Museum, and at the Center for the History of Medicine, where I am presently a processing assistant, this interest only expanded. How do we think about the records we arrange and describe? How do we make the choices for describing them? And then, on the other hand, how do we describe the entities that are related to the record—but also might be related to one another? How does describing entities and relationships between them improve access to archival materials? It is these final questions that I am exploring with my ongoing project.
In fall 2015, I met with Giordana Mecagni, the Head of Northeastern University’s Archives and Special Collections, for a project that was part of my regular coursework in the Simmons College Library and Information Sciences master’s program. During our conversation, she told me about the Boston Public Schools Desegregation Project, which immediately struck me for multiple reasons, one of which was that it might be just the project for which encoded description specific to creators, rather than materials, might be extremely useful. It is a significantly sized online collection not just from Northeastern’s archives, but also across multiple local and regional archives, and with a range of creators that spans from national and regional political figures to lesser known activists and neighborhood organizations. Thinking about describing the relationships between these creators—or entities—as well as providing users with access to additional description not of materials, but of entities, became the impetus for this project.
The project began this past summer, when I began working with Giordana Mecagni, Michelle Romero, and Daniel Jergovic to create an EAC-CPF template that could be used not only for entities related to this project, but also for all entities related to Northeastern collections. Furthermore, I established a list of all primary entities associated with the BPS Desegregation Project materials at Northeastern, and then met with Giordana and Michelle to prioritize a group for which records would be created first. The ways to think about prioritizing came from two directions: the importance of the entities within the historical context of BPS Desegregation and relevance to Northeastern’s archival holdings. Considering these concepts, we came to a list of some thirty-two entities, which range from members of government and national social justice organizations to neighborhood groups and local activists, and I stepped into the biographical research portion of the project.
Simultaneously, we began the process of reviewing the EAC-CPF template I created, based on examples from other locations exploring the standard, such as “Connecting the Dots,” a Yale-Harvard collaboration relating to describing lexicographer Samuel Johnson and his circle, and those who collected their materials, as well as the Field Book Project at the Smithsonian Institute Archives. I also looked at the more open and flexible templates being created at present for institution-wide usage at Harvard Libraries, including the Center for the History of Medicine, which is in the process of creating a template and defining guidelines at the present. With these in mind, I created a sample entry, which has then been adapted and edited through email exchanges and meeting with Northeastern staff and Kathy Wisser. We hope to have that template solidified in the coming weeks, so that I can begin producing records for those priority entities.
Perhaps the most challenging (and interesting) consideration throughout the research and template creation stages is the concept that EAC does not in fact describe archival materials, but the entities themselves. For these reasons, LCSH subject headings make less sense to describe the entities than, say, occupations authorities. When writing biographical or historical notes, the note is not exactly what one might create for a finding aid; it is not related to the materials in the collection but to the entities’ entire biography or history. What we as archivists write for finding aids might be just one chapter of what should appear in an EAC-CPF record. Still, the hope is that EAC records provide better access not just to the entity, but to archival materials, both created by this entity and by entities that might be related to this individual or corporate body, also described in EAC-CPF records. In a blogpost describing the Field Book Project at the Smithsonian, Tammy Peters wrote, “EAC-CPF helps outline an historical social network. Not only can a researcher find links to materials from that one person for whom they started their search, but they can also find resources concerning the organizations and people associated with that person.” Thus, though one is describing an entity—a person, corporate body, or family—one is doing so within the context of archival description.
The challenge, of course, with using a new standard, is to make it work specifically for an institution and its needs, and to understand how best to do that. Within the project, I am working closely with Northeastern staff and Kathy Wisser to ensure that we not only create useful records that provide improved user access to archival materials, but also create best practice guidelines and a template which archivists, student workers and interns can all use going forward. Thus, the project is not just one that lasts a bit longer than a semester, but instead creates practice that will move into the future with Northeastern’s Archives and Special Collections.
 Peters, Tammy, “Historical Context and Connections,” http://nmnh.typepad.com/fieldbooks/2012/09/historical-context-and-connections.html
 Dumanoski, Dianne. “Charlestown – ‘My Town” – Braces for Busing.” The Boston Phoenix, September 02, 1975.
With more than 207 archival boxes spread out over six collections to pull from the shelves and vet for digitizing for the online repository, my collaborator Northeastern Ph.D. student Meghan Doran and I needed a strategy. We wanted to select items that would not overlap with the other participating repositories in the Boston Library Consortium project. As we diligently began this process, two main methods of approach emerged as Meghan wrote the directive for our selection process: digitize unique materials and difficult materials.
We began to curate materials that highlighted the struggle in Boston Public Schools in the records of Citywide Educational Coalition (CWEC), and Metropolitan Council for Educational Opportunity (METCO), as well as the papers of Phyllis M. Ryan, Carmen A. Pola, Frieda Garcia, and Frank J. Miranda. Through the summer, the two of us digitized documents, photos, and printed ephemera relating to the lead-up to court ordered busing proclamation issued by Judge Garrity in 1974 and the allocation of funding for projects aimed at reducing minority isolation in the schools under Chapter 636. Materials that were of particular interest as well were the parent councils of each organization, who were incredibly active and integral to the process of desegregation and monitoring the schools.
Each collection has proven to be unique in completing the picture of the structures that were put in place before, during, and after the court ordered busing. Through the correspondence in the collections of CWEC and METCO, we aimed to highlight the different approaches to and the debates that surrounded the desegregation case and also show the personal side of how it affected parents and children. There was so much strife that surrounded this process that it was easy to overlook the fact that much of Boston area was in favor of racially balancing the schools. It felt important to include the supportive letters from parents as well as the letters protesting the court orders.My personal favorite collection to digitize has been the Phyllis M. Ryan papers. Ryan did extraordinary work with James Breeden, the Episcopalian priest who helped orchestrate the Freedom Stay Out Days and the Freedom Schools, as well as with the Massachusetts Advocacy Center and the planning of Martin Luther King, Jr.’s visit to Boston that ended in the two and a half-mile march from the South End to the Boston Common. Because she had her hands in so many organizations, it was especially important to stick to our devised set of criteria. Many fascinating documents were relegated to the second or third tier of scanning because they only tangentially connected to the desegregation of the schools, but connected to the civil rights fight overall more.
As we keep forging ahead with this project, I look forward to uncovering the treasures in the Roxbury Multi-Service Center and other collections that are found in Northeastern University’s social justice collections.