Addresses themes associated with the production of information
artifacts and issues in documenting cultural diversity across the
American cultural landscape. The practices of collecting and
documenting cultures and communities will be explored in relation to
the mission of libraries, archives, historical societies, and other
cultural institutions concerned with the acquisition of information in
books, journals, and other textual materials, and in sound and visual
documents.
As this course is designed as a seminar, students will be expected to
participate in and lead class discussions drawn from an array of
readings selected by the instructor and prepare and present a seminar
paper.
By the end of the semester, students will have:
-
Gained
exposure to important theoretical perspectives relevant to the study of
documenting diverse cultures and communities, including theores of
memory and authenticity -
Applied theories to the
collection of information artifacts as instruments of memory, including
printed works, oral histories, sound recordings, and visual works -
Given consideration to the proliferation of digital cultural artifacts
-
Identified and performed preliminary research on a topic of choice
James P. Danky and Wayne Weigand, Print Culture in a Diverse America. (University of Illinois Press, 2001)
David Isay, Listening is an Act of Love: A Celebration of American Life from the StoryCorps Project (Penguin, 2007)
Rick Kennedy and Randy McNutt, Little Labels, Big Sounds: Small Record Companies and the Rise of American Music (Indiana University Press, 1999)
James Griffith. Hecho a Mano: The Traditional Arts of Tucson's Mexican American Community (University of Arizona Press, 2000)
Other readings as assigned (see course content in d2l)
Seminar paper -- a 15-20 page paper (double-spaced) on a topic of your choice designed within the following two parameters:
The paper must focus on the act of documenting some aspect of cultural diversity
The scope of diversity in this course entails racial/ethnic, gender, sexual identity, or disability. The focus of the paper must be on at least one of these identities.
Discussion papers -- 4 brief (2-3 page, double-spaced) papers assigned through the semester
Participation in online discussion, based on posted lectures and related readings.
All papers are to be submitted in D2L, with a backup sent to the following email address:
Academic Code of Integrity
Students are expected to abide by The University of Arizona Code of Academic Integrity. 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.
Accommodating Disabilities
The University has a Disability Resource Center. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.Assignment Policies
<Put your own material for the stuff in red>
- How to submit your assignments: All assignments should be submitted to d2l assignment Dropbox, with a backup copy sent to docdivculcom@gmail.com
- Assignment due dates: All assignments are due on dates posted in d2l.
- Writing style: Please select a style (Chicago, APA, MLA) and stick to it.
- Late Policy: Late papers will be dropped a full letter grade.
Incompletes
The current Catalog readsThe grade of I may be awarded only at the end of a term, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded in place of a failing grade or when the student is expected to repeat the course; in such a case, a grade other than I must be assigned. Students should make arrangements with the instructor to receive an incomplete grade before the end of the term ...
If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.
Seminar paper: 50%
Discussion papers: 10% each (= 40%)
Class discussion (posting and reading other posts): 10%
William Welburn
in d2l
&
docdivculcom@gmail.com
