Art Library Students and New ARLIS/NA Professionals (ArLiSNAP) and Visual Resources Association’s Emerging Professionals And Students Group (VREPS) invite you to join our 2020 Virtual Conference: Visualizing Your Future Art Information Career.
This conference is free and open to all, but focuses on the needs of students and new professionals. It will provide attendees interested in art librarianship or visual resources management the opportunity to learn about pursuing a career in art information and discover research in the field.
REGISTRATION IS OPEN!
Please register by 12:00 PM ET on 11/12 here: https://forms.gle/pX9T64axxxVRYKq48
After registering, you will receive an email in the days before the conference with links to join via Zoom. If you have any questions, please send an email copying firstname.lastname@example.org and email@example.com.
11/14/2020, 12:30-4:30 ET / 9:30-1:30 PT
All sessions are 45 minutes with a 15 minute break between unless otherwise noted.
Get the Gig: Interview Skills and Advice*
12:30 PM ET / 9:30 AM PT – *There are limited seats available!
Panelists will provide insight on the interview process for myriad art information professions, focusing on phone, in-person, and remote interviews. The session will kick off with a Q&A style panel followed by unrecorded breakout rooms for small group discussions in which participants can ask additional questions one-on-one.
Arts Research Librarian, Virginia Commonwealth University
Manager of Special Collections Cataloging and Processing, Getty Research Institute
Head Librarian, Frick Fine Arts Library, University of Pittsburgh
Head, Ricker Library of Architecture and Art, Art & Architecture Librarian, University of Illinois at Urbana-Champaign
Information Literacy Librarian, School of the Art Institute of Chicago
Peering into Publications: Processes and Opportunities
1:30 PM ET / 10:30 AM PT
Panelists will demystify the publishing process for new professionals and students. Panelists from various types of ARLIS/NA and VRA publications (peer-reviewed journals, reviews, etc.) will answer questions around this process to encourage emerging professionals to get involved and join the wider conversations in art information.
Panelists + Publications
Jasmine Burns, The Visual Resources Association Bulletin Content Editor
Visual Resources Metadata Librarian, Cornell University
Judy Dyki, Art Documentation Editor
Director of Academic Programs and Library, Cranbrook Academy of Art and Art Museum
Gabriella Karl-Johnson, Multimedia & Technology Review Co-Editor
Librarian, School of Architecture Library, Princeton University
Amy Lazet, The Visual Resources Association Bulletin Production Editor
Digital Scholarship Specialist, College for Creative Studies
Andrew Wang, Notable Graphic Novels Reviews Co-Editor
Art and Architecture Librarian, University of Oregon
Terrie Wilson, ARLIS/NA Reviews Co-Editor
Art Librarian & Head, Fine Arts Library, Michigan State University
Working Towards Diversity, Equity, and Inclusion: Current Initiatives in the Art Information Profession
2:30 PM ET / 11:30 AM PT
Discover current initiatives in the field of art information focusing on diversity, equity, and inclusion. Each presentation will be 15 minutes with time for questions at the end.
GLAMorous work: Praxis for tackling inequity in Galleries, Libraries, Archives, and Museums
Kevin Whiteneir, Technical Services Associate, Art Institute of Chicago
As players in the histories of genocide and ongoing violence perpetuated against cultures and individuals impacted by colonialism, cultural heritage institutions helmed by predominantly white directors, boards, and executive teams have a responsibility to their indigenous and diasporic audiences to address traumas perpetuated against us and our ancestors. This must touch on every level of the organization: particularly with a radical shift in power dynamics and accountability at the administrative and executive level.
In a 2017 survey of American museums, the American Alliance of Museums found that 93% of directors, over 92% of chairs, and over 89% of museum boards were white. In the same year, the American Library Association released a survey indicating that over 86% of respondent members were white. And grounding this discussion in our very own professional society, a 2017 ARLIS census found that of 507 qualifying responses, 88.8% of respondents were white. While this information cannot unilaterally indicate that collecting practices, policies, and other foundations of cultural institutions do not have an eye toward ethical inclusion, it does indicate that these conversations are almost exclusively happening in spaces dominated and by white ideologies.
In order to disrupt these inequities, I advocate for challenging them holistically and thoroughly. This is a multifaceted issue and thus this approach is multifaceted. It must be ideologically-oriented, training-oriented, practically-oriented, and collections-oriented. Through this four-step approach I created as an arts professional for other arts professionals, I target key issues our diverse audiences and professionals have expressed across the GLAMdisciplines. That said, this can serve beyond the walls of the art gallery, library, archival, and museological space to better serve our communities.
Tea Time with Eve: Browsing Butch Lesbian Art and Art History
Kate Joranson, Librarian, Frick Fine Arts Library, University of Pittsburgh
Audrey Biega, Library Specialist, Frick Fine Arts Library, University of Pittsburgh
Jaime Peer, Library Specialist, Frick Fine Arts Library, University of Pittsburgh
At the Frick Fine Arts Library at the University of Pittsburgh, we developed a curated browsing collection of materials about lesbian, queer, and gender non-conforming visual art practice, lesbian art historiography, and materials documenting butch visual culture, using a trans-inclusive understanding of feminism. The collection is titled “The Eve Addams Tearoom Memorial Browsing Shelf,” after Eve Addams, who ran a lesbian tea room in Greenwich Village in the 1920s. We activated this collection by inviting local, in-person participation during the fall of 2019 and winter of 2020 for monthly events called “Tea Time with Eve.” We invited people to gather with us to drink tea, browse, make “butchmarks,” and make black-out poetry. We encouraged non-linear browsing approaches, prompting people to leave traces of their browsing paths, sharing personal reflections and notes for others. Our spring programming was cut short by the pandemic, and we are currently pausing and reflecting on how we might carry the project forward in this moment, as well as how to document and share it more widely. Our project team includes 2 art history graduate students, Rebecca Giordano, and Brooke Wyatt, Jaime Peer, Library Specialist, Audrey Biega, Library Specialist, and Kate Joranson, Librarian. In our presentation, we will share how we structured the events and activities, the principles we are using to guide our next steps for the project, as well as our own reflections on what it means to center butch lesbian visual culture in library spaces.
Poster Q&A + Closing Social
3:30 PM ET / 12:30 PM PT (this session will last one hour)
Conference attendees will be encouraged to view posters throughout the session and save their questions for the first 15 minutes of this event. The poster presenters will answer questions before we kick off our casual closing social. Participants will be placed in breakouts and encouraged to get to know one another, discuss takeaways, and reflect on their next steps.
Virtual posters will be available to view throughout the conference with a live Q+A in the final event.
Supporting Creative Information Literacy for Studio Art Environments
Ashley Huot, BFA, MLIS Candidate, University of Alberta
This poster will outline the process of researching and designing an Information Literacy Instruction session for a novice academic student studio art environment.
The workshop was designed considering emerging literature articulating that IL for art and design students requires a unique approach, suggesting a focus on action research and inquiry-based learning to address the object and sensory-based learning of artists. This approach to IL instruction considers how apart from the development of technical skills, art students engage in an irivitave process, seeking inspiration and information, intuitively weaving this together to create new meaning from personal experience, while situating themselves within the larger context of art history, culture, and concepts.
The workshop utilizes the structure of the Teaching Tripod Approach and draws on The ACRL Framework for Information Literacy Higher Education, and CREATE ( Conversation, Revision, Exploration, Authority, Thoughtful, Experiential), a device that contextualizes IL for studio students by focusing on conceptual foundations and how IL relates to the studio process.
The workshop further introduces resources to meet the needs of the diverse and sometimes more unconventional research needs of artists and briefly introduces authority considerations within art and research. This is done through constructivist activities that meet three defined expected outcomes that align with frameworks.
This poster will provide an overview and reflection of the workshop design process, as well as pose further questions and considerations that emerged.
Kidslit Zines: Engaging Kids in Art Education During Quarantine
Amanda Lorge, UCLA MLIS Candidate
This poster will discuss Kids Lit Zines, a project I am working on for the UCLA Department of Information Studies’ Digital Resource Development Initiative. Kids Lit Zines is a series that highlights excellent books for children and young adult readers by nonwhite authors. Each zine focuses on a particular genre or theme to help connect readers with books that they love as well as providing links to resources for parents. Kids Lit Zines was created to help parents and educators access books from diverse cultural perspectives, which have been proven to increase empathy and understanding in children. For this project, I focused on books that are available to check out digitally through LA Public Library and LA County Library in order to give parents an option for providing free content for their children without having to leave home. I plan on presenting my work on the first zine in this series, “Picture Books to Inspire Young Artists.” For this zine, I researched and reviewed children’s picture books by nonwhite authors that were both appealing to children and educational on topics of art history and/or visual literacy. The zine is designed to promote digital library materials for children that will inspire a love of art. The zine also includes relevant arts and crafts activities to keep kids busy at home during quarantine. My poster presentation will discuss my research on Kids Lit Zines and the specific materials and activities highlighted in “Picture Books to Inspire Young Artists.”
Developing an Online Learning Object for Asynchronous Learning
Carmen Peters, Librarian for Fine Arts and Philosophy, University of Waterloo Library
The dramatic shift from in-person classes to an entirely virtual learning environment required a rapid review of the instructional needs of the University of Waterloo’s Fine Arts Department in order to assess and proactively plan for the Fall 2020 and Winter 2021 terms.
New in my position as Liaison Librarian for Fine Arts and Philosophy since mid-March 2020, I relied heavily on the instructional documentation and statistics saved from previous years, consultations with the Fine Arts faculty and staff, and personal experience in instructional design, in order to determine how I could best serve this community.
The result of the review and planning process was the creation of a short, asynchronous, interactive course about Online Image Collections with particular focus on Canadian institutions. This poster will review the process used to craft this course. It begins with the initial review of instructional documentation, statistics, and consultations with faculty members to the instructional design process, including content development, design, and design review. It will discuss additional considerations used in the creation of this course, such as how to design for accessibility and the eLearning course authoring tool used.