15:59:32 Or
15:59:34 I could do this.
16:00:33 Good afternoon, and welcome to session number 14.
16:00:38 You got to start somewhere, leveraging education and collaboration to create meaningful internship experiences.
16:00:51 First, a few points to cover.
16:00:54 We will be utilizing the live transcript for this session for accessibility purposes.
16:01:00 If you would like to hide the subtitles, simply click the live transcription button at the bottom of your application, and then select hide subtitle.
16:01:10 And if your zoom application is not maximized. You may need to click on the three dots or the more icon to turn off the subtitles.
16:01:19 Please use the question and answer feature to pose questions at the path to the panel of speakers.
16:01:27 I will relay those questions to the panelists at the end of the session.
16:01:31 At which point, all of your questions will be addressed.
16:01:34 Finally, please remember to visit our pre recorded poster sessions on YouTube, at the link that we will provide be provided in the chat portion.
16:01:45 Now, please allow me to introduce our panelists.
16:01:50 First up, will be shared in sales. Technical Services archivist at Seton Hall University Sheridan comes to this discussion from having seven internships before landing her first professional position, and she has taken the lessons learned from these experiences
16:02:07 to inform her work with emerging professionals Sheridan will be covering her approach to creating internship experiences for a variety of interns that she has had, including some in the coven 19 era.
16:02:23 Next will be right Barker right as an archivist at the Martin Luther King Jr library in Washington DC.
16:02:31 He processes collections conducts donor relations and public programming oversees the processing of the punk archive and is a regular contributor to the library's podcast DCPL radio.
16:02:45 Additionally, Ray is a freelance writer, and when time and the opportunity permits. He is an adjunct professor at the University of Maryland School of Information ray will speak about two specific and non traditional types of internships.
16:03:01 He has had recently.
16:03:03 Last but not least is Laura Cleary Laura serves as the instruction and outreach coordinator for Special Collections and University Archives at the University of Maryland.
16:03:15 In this role she provides instruction to develop students primary source research skills coordinates physical and virtual exhibitions maintains departmental and exhibition websites, developed some hosts various events overseas creation and maintenance
16:03:33 of lip guides and supervises social media creation.
16:03:38 Laura will discuss her approach to the more traditional internship experience.
16:03:45 So that brings us to the meat of our presentation, internships, You gotta love internships.
16:03:53 Most of us in this field of work have been through at least one internship in our graduate school days, if not before.
16:04:01 It's kind of a rite of passage.
16:04:03 And for most of us, it's signaled our first real experience in the profession that we come to call our own.
16:04:10 All of us had different experiences, but whether it was paid or unpaid near or far and a large repository or a small library. They all had one thing in common.
16:04:22 Someone probably created that internship experience for you, although we may not have realized it at the time. The fact is that creating internship experiences and working with an intern takes a lot of time, effort, and creativity.
16:04:39 It can be very tempting. I am sure to just plop an intern down in a chair and have them pick up where the last in turn left off on that massive never ending data entry project that never seems to finish.
16:04:52 Maybe that was your own internship experience, although I certainly hope not.
16:04:57 projects of such large scale are probably not really what most interns need, they tend to make people feel like a cog in the machine and they do not really open up the horizons of the intern, smaller scale projects that can be accomplished by an intern
16:05:13 within the bounds of their time limits can still benefit an institution, while giving an intern a sense of accomplishment committing to creating an internship experience that will teach new professionals something of value depends on many things, partly
16:05:29 of course it depends on the need of your institution.
16:05:33 But that need should always be balanced against the need of your intern in general educational institutions do a pretty good job of that.
16:05:42 Perhaps you feel like that you would like to create an internship experience for new professionals or emerging professionals at your institution.
16:05:50 If so, listening to how our panelists collaborated with interns to create truly meaningful experiences, just may inspire you to do so.
16:06:01 And with that, I will ask shared into Please begin our journey today.
16:06:08 You know I'm so I'm here primarily talk about processing and archival processing, as a model for working with student interns, a little standard disclaimer before I started.
16:06:20 Sorry, which is, I got those two of my advisor vaccine yesterday. So if I leave in and out.
16:06:26 Don't take it personally just notice my immune system working, but disclaimer over.
16:06:33 Let's start talking. So as Don mentioned I am the technical services archivist at Seton Hall University. And for those who don't know, Seton Hall is a small to mid sized Catholic University in the northern New Jersey region, and we collect, not only materials
16:06:49 related to Catholic life and New Jersey, but we also collect materials related to different populations that took part in Catholic life in New Jersey.
16:07:01 That makes sense. So, Irish stories Italian stories areas of Newark, all of that builds into both of our manuscript collections, as well as building our Seton Hall collections.
16:07:14 Now, my job is Technical Services archivist is not only to coordinate the different processing projects that are happening, but also to support those and who are doing the processing and make sure each of those projects build into our larger institutional
16:07:29 goal.
16:07:31 Now, we are working on a backlog and our backlog has materials, ranging in size from one linear foot here and there of Begley interesting things to as much as 2030 linear feet, huge range.
16:07:47 And one thing that I did at this close to the start of my job as Seton Hall was to literally color code our backlog, just made a list of the different collections within the backlog and color code them, very easy green.
16:08:03 It's too linear feet mostly papers that can be done fairly quickly to more difficult, our 24 to 40 linear for collections might be a red, and that's been very helpful in figuring out what we have is our backlog and trying to pair, our institutional need
16:08:20 to that of our eventual interns, or interns, mostly what we are working with his insurance and their Capstone experiences at library school. We're very lucky at Seton Hall, not only are we in New Jersey which has a very strong program at Rutgers, but
16:08:38 we are very close to New York City and we have had endurance come from St John's, and why you and Queens College. That's the other one.
16:08:48 So bunch of different universities in the area, all with different pedagogical approaches to teaching archiving and we're kind of here to intersect them and help apply the theory to practice.
16:09:04 These interns also come to us with different levels of experience, most of them come with internships, very similar to what Don described as meta data here, scan some of these things and adds the finding eight here.
16:09:18 So my challenge when I come to get these interns that work with us, is to go beyond those little steps here or fragmented archival practice there and try and really connect them to the larger scope of the lifecycle of archival materials.
16:09:37 So, what does this look like how do we protect them.
16:09:41 So the first thing I do is, I asked a intern who wants to come to us to send a resume, and also just hold a quick informal interview, once I reviewed the resume and see what I might consider to be the gaps in their resume, like, oh you've done a lot of
16:10:00 front desk work you work with patrons here. If you want to go into an outreach, out of archivists type job. You're going to need some more curatorial experience.
16:10:10 So just think about some of those larger skills that may be missing from an internet experience and flesh them out looking at our existing backlog.
16:10:21 And from there, I work with the students to either create two to three small projects.
16:10:28 Referencing my matrix I mentioned earlier, we can get one linear foot collection done in a day if necessary. So figure out what those two or three projects look like or depending on the scope of their gap, maybe consider a project with two or three deliverables
16:10:47 that will also show that they're thinking on like an archivist for lack of better term, and just get them some, some physical things they can point to such as here is an appraisal plan that I wrote this is the arrangement scheduled I wrote for this larger
16:11:05 collection and this is how it makes sense. This is my preservation plan for how I would approach this type of material, not just show that they have done something to complete their our requirements, but that it is covering the gap and can show mastery
16:11:21 of these skills.
16:11:24 And then I tried to just try and I tried to just try and that's what the sentence.
16:11:29 I tried to incorporate both structured time so. All right, today we're talking about photographs, let's talk about the different agents of decay of photographs.
16:11:41 And then some unstructured moments that just come up, because I found something weird in the vault. I think everyone's had those days where. Oh, so locker disk is losing its classes Iser.
16:11:53 Let me talk about this with the intern. So, not only they can see other different things that may come up as you work in archival setting, but also say, hey, let's make this a teaching opportunity
16:12:09 Now, once we had a discussion and have figured out what these two to three deliverables or two to three mini projects are.
16:12:18 I write a rough internship plans that goes over what the main gist of the project is the different steps that will take to complete that project, and the learning outcomes that I want the student to get out of this.
16:12:34 And also just a projected timeline, because some things take longer some things take shorter, but we have that extra window, maybe I'll have something in the background that I can add to their workload to build their expertise.
16:12:51 This is helpful in a bunch of different ways, as it helps the student understand the piece of the project in the different deliverables that they can say in their resume and make a very strict point to try and work this work plan in a way that they could
16:13:06 literally copy and paste the text into their resume, because those interns are very strong writers and have a sense right away of this is how I can best on myself.
16:13:18 I've worked with some students who maybe have had one archives class, so I have to remind them what the life cycle of a collection, even it.
16:13:27 So, this way there's no confusion, they can sell themselves. Pretty straight off the bat, of what they've accomplished as part of this internship.
16:13:36 And it's also really good and communicating with faculty who do have a sense of the larger life cycle that oh they're getting a pretty substantial learning experience out of this.
16:13:47 And then, For me as I'm going through.
16:13:52 You'll see I'm very happy and sometimes miss a few things. So just having the learning outcomes spelled out that I can reference back and forth. As I'm teaching the student how to do certain things I can say, Oh yes, I do need to talk about this association
16:14:08 as an agent of decay. That is a useful discussion. So, good reminder to myself, not only are we trying to get the work done, but I make sure to incorporate those lessons of what they're going to accomplish as they go through.
16:14:26 Now, with coven, everything went online, very quickly.
16:14:33 And one of the challenges that we faced is, we're in a completely online environment, or as restrictions slowly lifted in New Jersey.
16:14:44 We're in a hybrid environment. So, what sort of things can we do to maintain this highest standard of internship that we've been doing for the past year, and largely what we've been very successful in is working on digital projects.
16:15:01 So, addressing our digital backlog.
16:15:04 I'm considering other ways that we can translate this physical processing to digital. And this is translating into projects that include digital processing, or thinking about how we appraise and other physical processes of processing.
16:15:24 Make sense of web catch capture so we've been doing social media web crawling and website crawling those different captures to try and build accession documentation within their workflow and thinking about what type of what type of content is necessary
16:15:43 to understand digital access running.
16:15:47 And in the case of some hybrid collections, like the one you see in this image. How do we incorporate these digital things that we're collecting into a larger collection, and how do we translate the arrangement model into a hybrid iteration.
16:16:07 So, this has been very helpful. You can see from this image here with us look like one of our interns this semester, who was very helpful and patient as we figured out time zones she came to us from University of Arizona.
16:16:24 She worked with us on taking our backlog of email archives, and in this case she managed to your right, expression documentation about how we even got these emails in the first place.
16:16:38 Right, a scope and content note to give intellectual understanding of what these email broadcasts are, and even just talk about issues of digital preservation access, we work in a model at Seton Hall where our content management system is archives face.
16:16:56 And our digital asset management system when it decides to work for us is preserved backup, and that linked model help to.
16:17:10 They literally talk together. That's why I'm making this
16:17:27 literally understand how digital preservation and access are linked in these two models. And so far it's been a huge success for us. In addition to creating these learning experiences.
16:17:17 We've not only ramped up our social media archiving to include new platforms and also capture new websites. We have finished our backlog of university, emails, and we've even Institute, a new digital exhibition system that we can look at existing digitize
16:17:43 content, and make it available in place.
16:17:47 Now after a year of fully remote learning. We've made some adjustments to what we've done in person, versus hybrid or fully remote.
16:18:00 And these are just a couple of the lessons learned that I have experienced in this time.
16:18:06 When I'm in a physical setting I tend to have while I'm thinking about it moments so oh hey I found a thing. This is an oversized photograph about yea big.
16:18:22 Do you know how to create a custom enclosure for an oversized photograph.
16:18:22 I can't really do that in a digital setting, because not only do we have the issue of time zones that can't physically see the materials, but they also can't work hands on, but rather I can take some of those intellectual lessons about say arrangement,
16:18:38 or anything else.
16:18:57 And just talked about it in a scheduled discussion. I have, at this point Institute, weekly, half hour sessions, so we can, I can incorporate these mini lessons learned, and then also just have an open space where I can actually add actual mentorship.
16:18:55 Do you want me to review your resume. What do you think about this thing that came up in the news, and its function pretty similarly, and so far I haven't had complaints.
16:19:08 I hope it's been helpful.
16:19:09 Also I learned to make a concerted effort to be clear about the hierarchies that effect decision making. When your physical office space, it's pretty easy to pick up.
16:19:20 Okay, this is the main Boss, I report to her and this person's directly across the hierarchy from me.
16:19:26 But when someone pops in a zoom session, which I think for some people, I just exist entirely in zoom and that's okay. Um, they don't really have a sense of how our institution is structured and how those decisions are made.
16:19:42 Also make a point to draw out a map of like our technical infrastructure, and the like.
16:19:49 But any larger decisions that happen, they have a clearer model of why that happens. And then if we need to either send something up the chain because there's an issue that I don't even understand, or if we need to take it across the library to a more
16:20:03 technical person.
16:20:05 They understand what resources we have, and can see how alive this theory that you learned that's very optimal is scaled to an institution my size.
16:20:17 And then finally I just tried to make training tools available at all hours, either because our interns are working during the day, or all of their work is happening at nighttime hours.
16:20:34 So, what I do in addition to our scheduled check ins is if we have a larger training, like a walkthrough of our digital asset management system and how you work through that through that.
16:20:46 I will record those videos, and make them available for students to watch 24 hours a day.
16:20:53 And with that, I will take it over to Ray, to talk about other projects at DC Public Library.
16:21:07 Great things, share it in.
16:21:09 So, by contrast, I realized as you were speaking my projects I'm speaking about today are purely analog pre coded and the projects I'm talking about were purely organic and unstructured So, and if this were punk music, song, it would be two minutes long
16:21:30 so but my presentation should be just under 20 minutes. So, and let's hope those songs work at the end here.
16:21:40 Done. So, anyway, so welcome everyone to why to it yourself.
16:21:49 So again I'm focusing on two different projects that I developed and we're focusing on the mark Anderson collection is the largest collection from the archives.
16:21:59 My work with one field studies student and one was intern and they were both from the University of Maryland.
16:22:07 Graduate School of School of Information also known as the high school with a lowercase, I.
16:22:13 This was within the last year. And so I talk a lot about the punk archive, it's housed at the DC public library where I work, and.
16:22:25 So Mark Anderson we learn more about him as we move along we learned a lot about the punk archive. And then we sort of moved down in their to their particular projects.
16:22:35 Anderson is a DC residents donor of course an activist in Washington DC. And so, the first the first project, and of course I'm getting texts of people asking me about how the presentation is going.
16:22:52 So, so the first project was the conducted by a volunteer, and I'm sorry he was a student, but.
16:23:03 So his project focused on the Anderson correspondence, which we knew nothing about. And so he brought what I call some clarity and focus to the correspondence was his innocence personal correspondence and then some of it focused on the positive force
16:23:21 organization that mark Anderson co founded and we talk more about that. It's a community organization that's still around. That does community events in the city, typically related to benefits, and they hosted concerts and things but I talk more about
16:23:36 that in a minute. And so as the correspondence from that organization and then his personal correspondence and then some of the sensitive information that was found there and then sort of how we talked through that together.
16:23:50 And then the field studies student focused on the audio portions of the AP materials and I'm sorry I haven't actually moved forward yet but you can if you want, why don't we just, why don't we just move forward because that's a really boring, but um yeah
16:24:05 I get to this in just a second things done, I'll just blink twice when I use the special signal that means just go forward right I took my ear or something I can't remember what we decided yet, but anyway yeah that was the second project so let's move
16:24:19 forward. So big picture and true archival hierarchical fashion. We're going to start at the top and sort of work our way down. So the punk archive is a part of the broader broader collections from the Washingtonian a collection which I, the name is like
16:24:36 100 years old, I guess. But since we opened and moved into our new location where you are now calling it the people's archive. So it's a rebranding very exciting.
16:24:47 During coven which kind of means nothing right now, so.
16:24:52 So moving on here let's see. So I'm looking at my notes.
16:24:57 Yeah, so I just wanted to point out in terms of our collections that while DC is the nation's capital of course, when we think about our collections and our holdings, we think of it as like Washington DC as a local community, the way we look at any sort
16:25:14 of local scope in collecting, you know, you would just wherever you live, and you think about some local town or city etc. that the fact that that that's kind of the scope and the focus of our whole thing so just sort of keep that in mind.
16:25:30 So we actually just moved back into that building so when I started in DC. This whole presentation is about my life actually the last two minutes are about the punk archives sorry people but, um, but no since I started the library.
16:25:46 Three years ago I'd never worked in that building which is downtown.
16:25:50 So we were just spread out all over the city and actually the archive was also held in different locations throughout the city. And we just moved back there in September, and the punk archive also just moved back there.
16:26:04 And so, there's limited access in that building Thank you coated.
16:26:10 And so, we're still processing the collections and stuff like that. But my office again this is about me is the third floor left hand side, and if the budget allowed there be a big Sharpie x, where we where we work, and if I pointed my laptop that won't
16:26:26 help anybody, but it's like three floors up left hand side that's where we are in the punk archive lives there now. And now some background and how the collection actually came into into being and that's when we advance the slide on things.
16:26:43 So again this all proceeds me which kind of makes it more exciting. So, so that's that's a photograph of the first library basement show that's what it says on the screen.
16:26:55 So that's a band called The joy buttons.
16:26:58 That's October 2 2014.
16:27:02 That was kind of cool because it's in the basement of that building the photograph you were just looking at in that building.
16:27:08 I don't know if I said though that building was closed, because they were modernizing it so that that's the term in quotes modernizing so that's what was going on there.
16:27:16 That's why it was closed for three years, I don't know if I said that.
16:27:19 So sort of in celebration of the punk archive is sort of as an entity as a thing, you know, the creation of this archive. That was a celebratory show there.
16:27:31 And, and also sort of a outreach moment to you know so that's what you see is there a picture of that show but all those certain blurred words or names of washington dc bands that performed voices said, anyway so that not just play it in the basement
16:27:47 of that building but in different locations throughout the city. This all proceeds me by the way so I'm not playing, you know not going to claim, take credit for any of these awesome things.
16:28:14 You know, so they played rooftop shows different branches. And, Yeah. Anyway, so I just think that's really, really great.
16:28:17 So, I'm blinking three times done if you want to move forward.
16:28:24 So, so the collection. I like this part of the story, we're not we're not yet to the projects but we're working our way there.
16:28:36 So, Basically, the collection started forming through by accident.
16:28:42 So a random and fortuitous connection occurred through my colleague Michelle. So, if I want to lay claim to have this happened it was Michelle, living in a building with local documentary in filmmaker, James, June Schneider.
16:28:59 And so he's a documentary filmmaker, as I say, and so what you see there on the screen or two promotional images from his film which I have seen, back in the day when you could go to a place and see a movie.
16:29:12 And so basically that was released in 2019 pump the Capitol building a sound movement.
16:29:19 So he was out in the world interviewing people for that documentary.
16:29:25 And so he was making connections right the way you do when you're producing a film. And so, like I said, James and Michelle shared the same building. In, Adams Morgan, a great neighborhood not far from here actually where I'm sitting.
16:29:40 And so right so he made all these connections with real people, you know, and so Michelle, those through those relationships that James had made.
16:29:48 You can see how like that sort of laid the groundwork, you know, through these connections that I'm not over time yet right now.
16:29:59 So Michelle sort of built off those connections because you know anyone who does donor relations knows it's sort of like building relationships and making connections.
16:30:08 Sometimes accidentally, you know, not so intentionally. And, you know, so that's how these things kind of happen. So, so from that, Michelle and other staff members, put a call out again before my time.
16:30:23 Thanks done, I think I'm at nine minutes, but who's counting.
16:30:29 So they put the call out, so they put the call out in that first show was part of that too is sort of about reaching out to the community. Community and asked him for materials, and so without these materials we wouldn't have people coming in to help
16:30:50 work and process collections, you know, etc etc. So this all proceeds, you know, working on projects. So where am I going here with that.
16:30:53 So the archive celebrated its five year anniversary October of 2019.
16:30:59 So James premiered that film, and then he took it around the country, and in Europe, so that that was exciting. Um, so, Don yeah I'm blinking my eyes four times and that's the last time I did make a joke about that.
16:31:15 So, um, so just to give you a sense of the, the collection as a whole. And, and let's see so it's over 150 feet and Mark Anderson's part of that entirety is like two thirds of that.
16:31:31 So the materials. Now let's get to the materials flyers and posters.
16:31:38 Yes.
16:31:41 So, most of these have been digitized and in the very bottom of the screen.
16:31:46 They're available online. There you go, g DC and they're available at DDC, that's the URL, oddly enough, so yeah if you go to dc, dc library.org, you'll see these scan fires and I think some of the scenes are there, too.
16:32:04 So, by the way, there's a lot of career new font ahead of us. So be aware that, of course, mimics the typewriter fun, for those who know typewriters are, and then that's because that, that is what the makers used in jeans, but I'll explain what that is
16:32:23 in a second.
16:32:24 So, next on. So in addition to those flyers and posters, what happened here.
16:32:33 Photographs Yes, so we don't have enough photographs surprisingly we don't. In my mind, I think I'm surprised by that actually back in the analog days, and you would think but you know I think it's, um, copyright issues.
16:32:45 I think it's the problem there. But, if anybody has photographs of DC punk. This is my call out to you.
16:32:52 Take down my email information and just get in touch with me. Okay. So, anyway, we don't have enough of those.
16:33:00 And now scenes now are getting diseases. So those are some scans and so there are some actual I think complete Xen scans in DC.
16:33:09 So teams are short for fanzines, and we have, I think this is incredible 25 linear feet of them in the mark Anderson collection. And that's sort of like a Zn library like that's, I think that's a lot.
16:33:22 And so they are from individuals in Washington DC and in the country and then others. Some of them are international magazines produced in outside of the United States some in Canada and then overseas.
16:33:35 And they were sent to mark Anderson and, and then mark would collect them to a different shows. So, and then Riot girl I don't know if I talked about my current do I check my bank go to I talk about right No, it doesn't matter look up right well, because
16:33:50 that's a interesting side story that's done, please.
16:33:55 And then objects objects like these, such as that four track recorder on the left, from a local recording studio called inner ear studios were many local and seminal bands recorded some of their albums there and then on the right is my favorite object
16:34:12 in the whole collection is from a pirate radio station. Also, in a neighborhood near M's Morgan.
16:34:20 In a decent neighborhood from the early 2000s so the, it was a community pirate radio started by some people called radio CPR. So I love that piece there.
16:34:30 And so now we're getting more into some more like archival things and now we're kind of moving into some more project related materials and looking at the time here, so 30 minutes.
16:34:41 Um, so does anyone know the name of what what is this unauthorized audio cassette recordings are, I don't know if someone could plug in, plug that in, we're gonna wait till someone gets the right answer here, so unauthorized live recordings done bootlegs,
16:34:56 they're called bootlegs. And so that's what those are in their mark in Mark Anderson's holdings. And so one of the projects was digitizing those. So yeah, so basically recorded.
16:35:08 You can zoom in and see for Ghazi and stuff, but anyway yeah they were recorded in different cities around the country. Yeah, Don got it good. And then, in different cities around the different places around the city different venues and then different
16:35:22 places around, around the country. So, um, yeah we'll get to that a little more detail probably too much detail later. And regarding meta data and technical aspects of that project that the field study, in turn, it doesn't matter worked on.
16:35:39 So let's get into donor.
16:35:42 Mark Anderson and I apologize for the fuzziness have some, some of these images but.
16:35:50 Hello, Mark Anderson. Well I've met a number of times I can share this anecdote because this is about me again. but I have his book over my shoulder there.
16:35:59 Over here, I just realized it's over here somewhere, but is actually in the stack holding up the computer here, I think, but, um, anyway. But Mark tends to talk a lot and I know he's not watching this, but in the inside of the book that he autographed
16:36:15 for me.
16:36:17 Ask him to sign it and I stepped away and I came back he was still cycling and then he just filled the inside. I just thought it was funny because it was indicative of him it it put a lot of words in there, but I'm sort of 15 minutes.
16:36:30 But, um, but anyway so he's a don't he's obviously the donor. And so, he was never a musician, but he has a love for punk music and so his book is about two decades of punk in the nation's capital dance of days is the title.
16:36:45 And so he just covers the punk scene here in DC.
16:36:50 So he covers the 80s and 90s here, and the organization that he founded like I said was positive force. And so we have his organizational records in our holdings in his, his correspondence.
16:37:04 Keep moving along here so that first project I discuss is so finally, you get into this, so that's been there and that was an open house we had in the fifth anniversary was held at Georgetown library because that's where the archive was being held at
16:37:20 that time. So that's been.
16:37:23 And he was a graduate student, University of Maryland and he informed me that he does not like that picture of himself, so he used that but.
16:37:31 So, next slide, please. So his assignment basically was like I said to separate the personal from the organizational correspondence and, you know, there was some overlap as we have, you know, in our archival holdings is not always clear so like I said
16:37:53 I later like one of the things was I feel like I gave him room to sort of comb through that, like, I didn't really direct him like I just gave him room to do that so one of the takeaways of this project and the second one that we get into is to just like
16:38:10 I gave him room, and this available, you know.
16:38:27 So, I guess we could get into the neck, look at the next slide. So, Ben, just found something extremely sensitive in the collection in So Michelle, I mentioned earlier and I were very close to the donor.
16:38:32 And we I think had some bias towards the donor and couldn't see his clearly because of that is my observation.
16:38:41 And then Ben I believe was it more of a neutral party. And so that was my perspective after the fact is that Ben sort of broke fat that departmental bias is what I was calling it.
16:38:56 So we actually consulted essays, professional code to sort of walk us through that. And the point is that doesn't necessarily mean that we wouldn't have consultant that but it was the third party I think that really helped.
16:39:08 Michelle and I walk us through that. So it was a nice sort of switch so Ben, his role was. I hope I'm clarifying for you that he played a pivotal role in us having that conversation I remember that quite clearly.
16:39:24 So that's that was it for that project.
16:39:27 If we could move on.
16:39:32 And so this is the second project here.
16:39:39 It's the inventory and digitization project of Mark Anderson's audio recordings, only.
16:39:44 And so for the past three years I've supervised the processing of the punk archive, and it was just a summer intern who had an interest in audio and indigenisation.
16:39:55 So we thought we would tackle these assets here, and those are just pictures after the project was completed, it does get really technical here so I'll probably skip through some of this if we can pull up some more relevant points here.
16:40:09 If we could go to the next slide.
16:40:11 So that's just an image, very basic showing us what the assets were when Tim, Tim. Tim started the project who's gone on to work full time now. Bay Area of video archive I think it's called.
16:40:25 But anyway, he. This led him to that next step which I think is really exciting. So those are the total assets in the Anderson holdings. We only focused on the audio recordings.
16:40:36 So he worked 10 hours a week, just for this summer, and I was just he and I working together in the Georgetown library. So we have this sort of dedicated quiet space just him and I, which I think means a lot.
16:40:51 There wasn't there weren't any interruptions, for he and I to work together.
16:40:56 And if I were a better person I would have Tim's picture here that I would like to believe that he also wouldn't like that picture of himself. So, next slide please.
16:41:06 So this is DIY So Tim just set it up so I guess the point of this, again, is just sort of leaning on the intern field study person to like sort of encourage them in this like I didn't sort of direct that you know what we might.
16:41:27 In the interest of time done, you might just skip ahead to the so what slide if people want to let from what people want to ask more information about the technical stuff and the q amp a they can.
16:41:39 But for me, the more meaningful.
16:41:43 Stop here is the so what Like I said before,
16:41:48 the summit of this project that for me was that this is just a start, like we hadn't done any sort of digitization yet and I know that there are vendors, and budget related things that you can do.
16:41:59 You know when you have these kind of needs but this was sort of the first step for us. And, you know, consulting using a vendor outside of that is sort of a different path, but in this instance it sort of got things going for us.
16:42:15 In this regard, it helps our help him, certainly, but it was just the start for us for this path.
16:42:22 And as I said earlier, my role in this capacity was to be available and to have a dialogue with him. And I felt like that, that the learning for me and for him was that it was exploratory and was able to encourage him and not have specific expectations
16:42:41 at the beginning and sort of a hard fast rule for him. And I think, like I said at the start of this that develop sort of organically, which was satisfying for me.
16:42:53 And, and for him.
16:42:55 And I thought they have one more point but that's okay if I can't recall that now.
16:43:00 But I think that's all for now, and if those play that's great if they don't, that's awesome.
16:43:05 But these are one of the byproducts of this work.
16:43:14 Maybe they're on YouTube.
16:43:35 I have these wires here.
16:43:38 I'll be walking around for about 15 or 20 minutes after the show, I guess I could just pass them on to the program.
16:43:44 For this magazine my friends are starting conferences and they want to get women to do music, and writing or art to like interview yourself about your work or interview, another woman's work that you're interested in.
16:44:00 And even if you've never done anything like radio or music or whatever before and you just want to get involved, they strongly encourage it because
16:44:15 lead singer, asking people to donate artwork and create art to her friends magazine.
16:44:21 We have time the second one's called welcome song and there's a profanity in there if anyone's listening for it is there Barry.
16:44:29 Thank you, everybody.
16:44:40 Hello, I'll introduce myself, well done sitting over slides, I'm Laura Clary and work at University of Maryland libraries.
16:44:49 And before I jump into my presentation I'll just kind of let you know where we're going next slide.
16:44:55 Thank you. So I'm going to start by setting the context of our archives and explain a bit about who we are and who are students are. I'll talk a bit about recruitment of student employees, and then about their contributions to our work, and I'll end with
16:45:11 an overview of the benefits of working with students who are not currently being trained in library science.
16:45:18 Next slide.
16:45:24 So at the University of Maryland Special Collections and University Archives we employ about 15 permanent full time employees and approximately five contingent employees.
16:45:35 Currently we have three graduate assistants who received stipends and tuition remission and work with about eight hourly student employees.
16:45:46 Our current student employee numbers are a bit low to do the impact of the pandemic. Under normal circumstances will employ around 15 hourly student employees in our department.
16:45:57 And then student employees are supervised by various librarians and staff members who coordinate their projects and provide daily oversight for their tasks.
16:46:06 Next slide.
16:46:11 So I oversee the work of our departments instruction and outreach team. Generally, I'm working with a mix of student employees and graduate assistantships hourly paid positions or internships for course credit or internships to expand work experience.
16:46:28 And the reason I point this out is because each type of employment category, category requires really different types of supervision and project planning, ranging from graduate assistants who tend to take on professional level work and independently manage
16:46:44 complex long term projects to our interns who generally spend only a few hours a week on short term limited projects.
16:46:54 I typically work with somewhere between one to five Student Assistance at a given time. It depends on the time in the semester when the students graduating.
16:47:04 And then our departmental and team priorities.
16:47:08 Next slide.
16:47:17 So, um, we have a student coordinator who surveys kind of our departmental staff to determine what type of students sports needed at a particular time.
16:47:26 She refines her boilerplate job description to advertise to different list serves around the campus, including the university's I school but often to related humanities departments as necessary.
16:47:43 The student coordinator conducts preliminary screenings and interviews, and then contacts the project supervisors like myself, to talk about the candidates and arrange for follow up interviews.
16:47:54 And then, the student coordinator.
16:47:56 The student employee and the hiring manager who would be somebody like me will work together, and determine weekly schedules so students can spend time working at the public service points as well as supporting our projects.
16:48:10 And then the student coordinator someone who provides the training for the public service points, and then the project manager handles all the other training and supervision.
16:48:20 Next slide.
16:48:24 So, I struggled with how to order these next two slides because student backgrounds and student projects are constantly informed by each other. And sometimes it's difficult to know which comes first, whether it's the priority of the project, or the project
16:48:40 that is prioritized due to the presence of a particular skill set, among the students.
16:48:47 Um, but I'm going to start talking about student backgrounds.
16:48:50 So,
16:48:54 we do work with a lot of library school students, that's an important part of why we work with students to provide opportunities for them to gain work experience and to learn through doing our universities library school is actually located right next
16:49:10 door to the archives. So, and we really do enjoy the opportunities to work with our library school students.
16:49:17 And as you might expect, we often work with students in English, history, and cultural study majors.
16:49:26 When we find benefits working with students who come from art history and museum studies as well.
16:49:32 On the less traditional side. I've had a great deal of success working with students who are working towards degrees in graphic design in journalism.
16:49:43 And we've also worked with students who have degrees or work experience in education and project management.
16:49:52 Next slide.
16:49:54 Okay. So some examples of the projects these students have supported include contributions to our social media. So that's, writing blog posts and creating Instagram campaigns.
16:50:08 This is an area where the student with the journalism background was able to apply what they learned in this environment, and an area where other students could apply past photography skills graphic design or marketing skills.
16:50:26 We've also had students experiment with different types of educational or outreach videos like tutorials or collection overviews.
16:50:35 Again, this is a place where our journalism student was really able to lead the way.
16:50:41 But our tutorials are often informed by students with educational and instruction backgrounds as well.
16:50:56 Students have expanded and developed our instruction program and our teaching tools. The work includes like building lesson plans creating teaching sets and developing lip guides.
16:51:04 And obviously this area has grown the most one we've had the students who were former educators who, or who participated in training programs we have an instructional fellowship program within the libraries, And that's been great source for us.
16:51:20 Often our students support our website design and maintenance and that ranges from fixing mistakes and making updates to designing and building entire web pages.
16:51:30 I had a student with a graphic design training, who was receiving training to get involved in digital librarianship, and she brought a really good assign a guy to our web pages and helped us really push the boundaries of our content management system.
16:51:46 We, a lot of her changes really stuck with us.
16:51:50 And then, let's see what students have conducted accessibility assessments of our web pages and contribute to do accessibility clean up, they've designed and run usability tests on various websites and web pages.
16:52:07 We had a student who was able to work with our user experience librarian, to do a lot of this work, and it created a wonderful opportunity for her to work with an expert who was that myself, and also to work across departments, which really allowed her
16:52:22 to see how librarians collaborate across an academic library to, you know, work together and improve things.
16:52:33 And then, many of our students have contributed to the graphic design projects.
16:52:39 Most offices in service, or most often it's in service of our outreach material.
16:52:45 It could be digital or physical signage, for advertising things like events and services.
16:52:51 And then, students who have supported this type of work and range from people with no experience, but who were interested in learning that skill set to those who had professional level, training, or on the job experience.
16:53:06 More recently, we've sought out and worked with applicants with professional project management expertise to support our annual exhibition program.
16:53:15 We've had a number of students pass through that role over the course of many years, and they've all made really significant improvements to our workflows, and it allows our program to run much more efficiently every, every single year.
16:53:31 Apologies, um,
16:53:37 we determine that our exhibition workflows weren't very efficient, and that they should be centered in the instruction outreach unit, and they needed to be kind of refined.
16:53:48 So we found someone most recently the student we worked with had professional project management experience, and she was really able to inject a lot of the techniques she had learned and things she had found to be successful into our program and it really
16:54:02 streamlined a lot of the work, and it eliminated a lot of the pain points in our process and it's just so much better right now.
16:54:12 And then, finally, we've had students who supported research at times when we just hadn't have didn't have the professional or permanent staffing levels to do that type of work.
16:54:24 And they've done that to help us build exhibitions and build instruction materials.
16:54:32 So, as you look at these projects certainly their library school students who possess all of these skill sets, or, you know, pieces of these skill sets.
16:54:42 But, working with the students who have extensive training and sometimes work experience in these areas, allows our student employees opportunities to manage their projects more independently, with less training from us and to develop more sophisticated
16:55:11 Which brings me to the benefits of working with students across various disciplines.
16:55:16 Next slide.
16:55:19 Okay.
16:55:21 So, um, benefits to our students.
16:55:26 As I said I do work with library school students, and a future librarians time with us provides them with a real world world experience, a look behind the scenes exposes them to what it's like to work in archives, so startled me and academic libraries
16:55:48 and providing those opportunities is a high priority for us, for the undergraduates who are in history disciplines working with working in the archives exposes them to new professional opportunities and demonstrates how to develop a career that supports
16:56:05 their passion for research.
16:56:08 It also provides opportunities for them, deep in their own skills.
16:56:13 Sometimes with the student employees who have career goals unrelated to librarianship, the experience they receive working with us allows them to apply their discipline specific skill set and to practice using those tools, so it could still really be
16:56:27 a boost for their resume and be a nice supplement to the theoretical learning that they're doing in class.
16:56:34 And then in the internship positions what we've done to make those a little different is we're trying to build in more learning experience to their work, as opposed to simply making it more production focused.
16:56:46 And then the final benefit, I think, to students is that they are getting paid. And the majority of time, we pay those working with us, occasionally if the funds were unavailable we would take on a student as a volunteer but that's rare.
16:57:03 And in those situations we really do try to maintain the appropriate relationship.
16:57:09 To avoid taking advantage of their generosity.
16:57:12 So then there's the ways that it benefits us in the library.
16:57:18 So students who have, you know, training that's a little less traditional for us. They really do bring innovative ideas and fresh perspectives, things that we're not aware of to the job.
16:57:33 When we've needed a particular skill set and we hire a student from some related discipline, we're allowing ourselves the opportunity to receive expertise from the experts.
16:57:45 And by not having our lens narrowed by knowledge and experience in librarianship or academic libraries, we receive an alternative perspective from the students and the expertise that can allow us to explore new ideas and new ways to do our work.
16:58:03 So all students offer us a certain amount of diversity of ideas and experience.
16:58:09 But in order to truly tap into that I really try to encourage experimentation and innovation, allowing them to bring their own perspectives and personalities and skills to our projects.
16:58:20 We encourage students to ask the questions, and I do try to avoid responding to their questions by saying that this is always how we've done this thing.
16:58:29 I try to allow the students curiosity and creativity and enthusiasm to drive their projects.
16:58:38 And as much as possible. I try to let students independently design and create their own work so that we often do work collaboratively. But still, even in that setting rules that were able to allow the students to take ownership of the work that they're,
16:58:56 they're contributing to or the projects that they're running, and we just provide the appropriate support along the way.
16:59:05 So thank you all for your time and thanks so much for this opportunity. I'll pass it back to done now.
16:59:16 Thank you very much, Laura. And thank all three of you for for your wonderful presentations today.
16:59:23 What's your dog's name
16:59:27 is Pablo.
16:59:30 Well, this is the things that we all have to expect in the coven 19 world today.
16:59:37 Um, again thank all three of you for your wonderful presentations and what I would like to do now is to switch over to the question and answer portion of our session.
16:59:49 Right now, there is only one question in the Q.
16:59:53 And it is a question for Sharon.
17:00:03 How did you provide access to materials technologically speaking in a virtual or hybrid model of working specifically wondering how you provided credentials to systems and documents needed for workflow, while balancing technological security needs.
17:00:15 The coven fever starting to hit so sorry.
17:00:21 the interval the question. But, um.
17:00:23 So, first of all, the thing that we did was we created temporary logins for all of our Seton Hall sin systems. So Seton Hall email Seton Hall.
17:00:33 Id, generally, and then from there are IT person was able to remotely connect them to our instance of archive space, and all that good stuff. And addition to remote access to our systems.
17:00:51 We also have SharePoint which is where we share all of our working documents. So all of that was in that spot.
17:01:00 Okay.
17:01:02 And if that doesn't finish your question, you can always type up will follow up.
17:01:09 Um, we have another question that has come in. And this one is for all three of our panelists. Will they continue Will. Will any of you continue to offer remote internship options.
17:01:21 Once you are back on campus. We'll start with Sheraton.
17:01:28 Yes. So right now we have partnerships with a university in Connecticut and a university in Arizona, and it seems as though the professor's there want to continue.
17:01:40 So, more than likely Yes, right.
17:01:45 I wish we had something more structured in place and sustainable but I don't think we do at this time independent of coded, etc. So, sorry.
17:01:56 Okay.
17:01:57 And Laura.
17:02:00 Um, I, I think, if it's avoidable we probably won't do remote opportunities, but I mean we certainly have demonstrated that as possible so it's a possibility but we really do enjoy having the students work in the collections with the stuff being able
17:02:16 to actually touch it.
17:02:19 Okay.
17:02:20 And there's follow up, technical question for Sheridan, And that is what tools are you using to crawl social media media.
17:02:31 So, um, I believe, Reserva does have some abilities there but we've primarily been using conifer.
17:02:39 It's a or web recorder.
17:02:43 Okay.
17:02:45 That's cool.
17:02:46 We have another question. Again, this one's for Sheridan Sheridan Do you touch on learning experiences or teaching opportunities with volunteers, similar to interns, or is it exclusively production focused for volunteers.
17:03:05 Um, we really haven't had any volunteers that came to us for, like, a pure processing aspect.
17:03:14 At least I wouldn't supervise them. One of the unique things about Seton Hall is that we have shared custody of the Seton Hall and manuscript materials and we have a third collecting area, which is the Archdiocese of New York records, and we have an archivist
17:03:28 that works for the Archdiocese, so she's in our building and we share both space but she works for the Archdiocese of Newark, and she has some volunteers, but for the most part, all of the ones that I've been working with I've been learning experiences.
17:03:43 I mean, I have had some interns that aren't with me in a capstone environment, and in that case I just still try and do the same, not the same exact type of teaching I might not always have like a learning matrix so they can send to their professors,
17:04:01 they do have like something there.
17:04:04 Okay.
17:04:09 Okay, here we go, here comes another question coming in.
17:04:13 This one is also for the whole panel.
17:04:15 How do you incorporate intern, or student feedback throughout the process to adjust projects, etc. In the case of a poor project fit that, you know, something that may need to be adjusted.
17:04:29 Start with shared.
17:04:32 Very bad time for the side effects.
17:04:36 But, um, the question really to student feedback.
17:04:42 I mean, for the most part we haven't had any issues at least I've been reported to me.
17:04:50 The only issues I've seen in the past year has been more related to, oh I don't have enough hours to complete my requirement for some, it was fine, they're just like, yeah, my supervisors aren't that picky they just care that we get like our journal entries
17:05:07 and that sort of thing, but for others we've.
17:05:11 I've really just like sat down with the students and say, Okay, how much time do you have left. How much time did like this project take you. And then we try to scale up or scale down based off of that need.
17:05:24 Okay.
17:05:27 Say, I think.
17:05:28 I think that's a good question.
17:05:31 I don't, I don't know I'm trying to remember if our field studies student, if there was a I know there was a forum, but I can't remember if it was pertained to I think it pertained to the actual student, you know like feedback for that students performance
17:05:47 that we provided to his instructor rather than to us, and the project, mean ideally you would have conversations as you move through the project, but I think the person is asking something more structured and formal.
17:06:04 So I don't know I don't think we've.
17:06:06 I don't think we've actually considered that yet, but I think that's it.
17:06:08 I think the question is, is giving us me ideas to incorporate that into the process.
17:06:14 Okay, Laura.
17:06:17 Yeah, I'm sorry, it's just chaos in my house it's like a zoo. So, but I definitely have had this experience, um, I do a frequent check ins with my students like we usually check in weekly and just, you know, touch base about how things are going, what
17:06:32 I can do to help them. I've had students who just really struggled with certain projects and, you know, that's how I found out is, I could tell that they were struggling because we were checking in so frequently and it wasn't it, you know, we would just
17:06:46 shift we would either shift the project shift whatever they're having problems with or I've just dropped things and then like we're all beating our heads against the wall and we'll try something totally different and see where else there's a need and
17:06:58 where else we can have a match.
17:07:01 But I yeah I do like to let it be. Like I said like an interaction between our priorities and the strengths of the student I don't think it makes sense to keep pushing certain students to do something when it, it's going to be ineffective and cause it
17:07:16 to be a bad experience for them.
17:07:20 Okay.
17:07:23 All right. We have another question that has come in. And this is a good one.
17:07:30 When working with interns with little or no background in archives. What are common sources of confusion for them, especially interns who do any sort of publicity or outreach related work including web design,
17:07:46 let's reverse here and let's start with Laura on that.
17:07:50 So I'm trying to think, you know, sometimes it it you know you can really keep such a narrow focus on something for somebody that it. Oh my god.
17:08:02 About the screaming.
17:08:04 You know it's such a narrow focus that.
17:08:08 I'm not sure I've had that problem. I'm certainly I've had people question why we do things the way we do or something like that and we'll have a conversation, but I'm not sure there's ever been a real issue with somebody coming in without like an archives
17:08:24 background and hitting a wall because or running up against problems because they didn't understand I mean, like I said I do work with the student coordinator so they get it, they get immersed in our reading room and they understand how our service points
17:08:41 work so they do get a good understanding of what we're trying to do in our library.
17:08:46 But then if I have them working on a special projects like outreach, or, or web.
17:08:56 You know, we usually have a pretty clear idea of what we're trying to achieve so it doesn't end up being confusing.
17:09:04 Okay. Right. You want to take a shot at that one.
17:09:09 Yeah, I can answer the first part of that but not the out reach web design stuff, if that's all right.
17:09:17 It's not my area of expertise, sure fire way confusion yummy dinner like broad stereotypical things I have experience working with others.
17:09:28 Yeah, so, uh, yeah like there's I think there's like, there's a notion where thing everything's precious.
17:09:37 The Creator created these things we should stick to that original order stuff, I mean people can call me out on the chat but yeah there's like everything's precious we keep everything we have in the archive therefore, x y z or, you know, it's in this
17:09:55 order as received therefore it states in this order, we can disturb it, and then there's that notion of like, you know, a librarian perspective I guess which is itemized an itemized sort of way of perceiving things rather than the entirety of a archive,
17:10:18 you know like, archives have a different conception of how things are in the hierarchy, you know, like how I was sitting in my presentation right there's a general specific item collection, blah blah blah.
17:10:34 Right, series that stuff that structure library library so don't have that it's all flat. So those are my two answers. Okay.
17:10:45 All right. Um, we have one more question that's in the queue right now.
17:10:50 Laura This one is teed up for you.
17:10:53 Um, I have had experiences with interns who were interested in the work my department had available.
17:11:00 This was definitely a problem that should have been caught in the recruitment phase, but meanwhile we were stuck with an internship in which neither side was getting anything out of it.
17:11:10 Do you have any suggestions for what we should have done.
17:11:15 Um, I had a similar experience, and I mean what I did was I, I, like I said I have frequent check ins with my students so when, when we met we sort of talked about more what are your career goals, what are your interests and things like that, and trying
17:11:33 to really zero in on providing that more of that opportunity. I mean, I mean sometimes you just have to muscle through.
17:12:03 You can make the best of it but I think there are opportunities for, you know, creating something that's going to be a little more beneficial to the intern and that, you know, will work out better.
17:12:02 Okay.
17:12:03 I mean I also say when I have like those moments with interns where they're like, Oh, you know i don't think everybody that interested in archiving anymore or haha I try and focus on the transferable skills of that particular internship so maybe if they're
17:12:18 at the point where all they can do is really muscle through it, then say, all right, this is what you're ultimately going to get out of it, and we'll work together on like coming with, like, resume working together that's going to be most beneficial to
17:12:32 you.
17:12:36 Okay.
17:12:38 All right. Another question has popped up and Laura This one is also for you.
17:12:45 A question, I appreciated your emphasis on encouraging fresh perspectives and innovative thinking from the students. Could you give another example or two of how this has affected your operations.
17:12:59 Yeah, I think one of the areas that has really helped with is our instruction programs so they've really helped like we've, we've been experimental and we've been willing to try new things we've been willing to also with social media and stuff like allow
17:13:17 the students to be a little more political sometimes or, you know, I think often they feel they're being political in there.
17:13:26 But, uh, and then, or just with, with like marketing stuff like yeah do something crazy like it doesn't really matter, like make make something a little while make something a little.
17:13:41 That's not stodgy and stuff.
17:13:46 But yeah probably mostly we've had our most like biggest improvements and biggest pushing the boundaries and our instruction area.
17:13:56 Probably that's where.
17:14:00 Okay.
17:14:03 That answers all the questions that are in the question and answer Q.
17:14:09 I would wait, I think our, I would ask our panelists to wait around another 30 seconds if another couple questions pop up.
17:14:21 If not, Then go ahead shared it. I just gonna say for Simon's question about working with interns with little or no archives background.
17:14:34 I didn't have a funny moment this semester where I had a student work on like email blasts as well he had finished.
17:14:42 getting the initial captures doing some of the sorting and was getting ready to add material to the finding a nick goes, Okay, awesome. When do I start archiving, like, Oh, well you and archiving this whole time.
17:14:59 So, that's when like I just try and be especially transparent about what these archetypal principles are so not just like what you're doing but why you're doing it, and had this conversation with him and say, oh, like, just say you know this is the arc
17:15:16 of a life cycle. And this is where, how, like what you're doing fits into each phase of the life cycle.
17:15:24 Okay.
17:15:26 We have had another question come in.
17:15:28 And I think this is, this is for any of our panelists.
17:15:32 What do you think is the ideal length of time for an internship, since it takes time to train students and translate theory to actual hands on work.
17:15:46 What do you think Ray, have an answer. Yeah, I was gonna say it's up to them, I'd say it's not me.
17:15:52 Okay.
17:15:58 Laura, Do you have a standard or.
17:16:02 I do not have a standard, I definitely prefer to be able to work with students over multiple semesters it just allows for like a richer experience but I feel like then it would just be informed by, you know whatever the length of time is going to be would
17:16:17 inform the project so you'd have to adapt the project and Jared and you talked about that a bit in yours. You had a good model for how to do that.
17:16:28 And then, it depends on the resources that the student has available to them. Unfortunately for a lot of the capstone internships, I can't offer hey that's just not something a small institution I can realistically do.
17:16:43 So I'm very much of the opinion. I don't want to capitalize more of your time without really compensating you.
17:16:50 We did have a really lucky thing that happened this semester, where it came up in an interview with a student that he had a certain experience was like, calm.
17:17:01 I mean he does need to be off site for most of the semester because of like coven restrictions, but, you know, be cool it's maybe like over the summer we could get some funding to work on this project that's been like sitting in the vault for a while
17:17:24 talked to the department, and they were like, we actually have money earmarked for exactly this purpose that we can't spend on anything so it's yours. And so we just got very lucky and we're able to set this up in turn up in addition to the kind of four
17:17:33 to five month project that he's working with us this semester. He'll be with us over the summer doing a different project. That's actually paid, but one that I have been trying to build while at Seton Hall and we had one pilot intern to have the summer
17:17:50 and so far for sorry this year and so far it's going very well, is get a decent like length paid internship, her initial experience was going to be nine months and then we got a little looser funding so she'll be with us for a little over a year, and
17:18:09 kind of like the same thing trying to go from very easy parts of the project to slowly more difficult until basically she has a full archivist by the time she graduates.
17:18:20 And it's been a very good experience we've gotten decent pay for and I almost don't want to see her go because she's so good.
17:18:28 No.
17:18:29 Read your wingman be awesome, but it's been wonderful working with her.
17:18:36 So I thought a question, if I may for Laura and shared it.
17:18:41 Can I do that, am I stepping on someone's toes you. I don't know you're breaking protocol Ray.
17:18:47 Well, just kidding. Go ahead. This is my last conference ever I've decided. Seriously, but no. Do you think it's better for an intern to have a variety of experiences, or a depth of one thing, like a variety of tasks, or just a depth of one.
17:19:08 You know that you understand the question right.
17:19:10 Yeah, I mean, The other thing I encouraged to whenever possible, is to get a lot of internship experiences, beyond just with me because there's a lot of things I don't know and I will be the first to say that.
17:19:29 And even if I had my exact same skill set and was just cloned it a bunch of institutions, depending on the resources available I might make a totally different decision, it alive this just depends on the type of elections, you have the research like the
17:19:51 funding you have available, and the type of stakeholders that are ultimately interested in the collections so.
17:19:53 So, I mean, yes that's another reason I was happy to give this one in time we're working with another experience for him so we can think about how some of these lessons translate to multiple collections.
17:20:07 But also, I think, Don mentioned I had seven internships before I got my first professional job, and I learned something from everyone.
17:20:18 I love question, I think it's awesome.
17:20:20 I also think the answer for me is both, like, you know, I think the core is that depth of experience like the core of the position it's like here's the priority here's the thing we have to do, but then around the edges of that, well, what is it you want