Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 177-188).

Thesis (Ph. D.)--University of Pittsburgh, 1992. / Includes bibliographical references (leaves 383-411). Also issued in print.

Thesis (Ph. D.)--University of Pittsburgh, 1992. / Includes bibliographical references (leaves 383-411).

Orientador: Maria do Carmo Martins / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T11:01:16Z (GMT). No. of bitstreams: 1 Martins_NeiredoRossio_M.pdf: 3498712 bytes, checksum: b9050d3645822b2e158ec3554573472b (MD5) Previous issue date: 2012 / Resumo: Trata-se da pesquisa histórica sobre a trajetória de instalação e implantação do Arquivo Central do Sistema de Arquivos da Universidade Estadual de Campinas, problematizando-o como "lugar de memória" universitária, ao mesmo tempo que refletimos sobre as formas utilizadas para sua legitimação como órgão administrativo e acadêmico. Instalado em 1983, no Centro de Informação e Difusão Cultural, visava tratar dos documentos acumulados pelas bibliotecas. Durante sua implantação, concorreu com outras unidades de documentação criadas à época, evidenciando conflitos de competência, conforme apresentamos na análise da constituição do seu acervo. Refletimos ainda sobre seu desenvolvimento durante o processo de institucionalização universitária. / Abstract: This M.A.Dissertation is the historical research on the implementation track of the Central Archive of the State University of Campinas's Archive System, questioning its role as "place of university memory" whilst reflecting upon the ways used for its legitimization as an administrative and academic organ. Established in 1983, the Center for Information and Cultural Diffusion, aimed at dealing with the documents accumulated by the libraries. During its implementation, it competed with other documentation units created at the time, highlighting conflicts of jurisdiction, as presented in the analysis of the formation of their collection. We also reflect upon its development during the process of university institutionalization. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Archives Day is celebrated in Sweden on the second Saturday of November every year since 1998. The aim of this study is to examine how and why Archives Day is celebrated at five archives in the Stockholm region. My empirical material consists mainly of semi-structured interviews with archivists at five archival institutions in the Stockholm region. I have chosen to only interview archivists and not any visitors due to the time con-straints and the scope of the thesis. I have also examined how the goals stated in a government report are carried out in the work with Archives Day. The theoretical framework of the investigation is gathered from educational theory as well as archival theo-ry. For the educational approach I have used John Dewey’s theory of what makes an experience educational to examine whether Archives Day is an educational experience or not. The aspects of archival theory I have chosen concerns the change of the role archives play in a postmodern society. My conclusion is thus twofold. First, I argue that a visit to Archives Day, the way it is celebrated at the ar-chival institutions I have examined, does not constitute an educating experience according to Dewey’s theory. It does, however, have the potential of being an educating experience. Second, I draw the conclusion that the goals behind Archives Day are in line with the general changes of the role of archives in society. Nevertheless, it is not certain that municipal archives have the resources to accomplish these goals. For Archives Day to be a truly successful public awareness campaign for archives, the central organization for Archives Day needs to be bigger and offer more help to the archival institutions. I also argue for further user based research in connection with outreach initiatives in the archival sector. This is a two years master’s thesis in Archival Science.

This thesis examines how archives and archival pedagogy can be used to increase the visibility and availability of LGBTQ-history. The aim of this thesis is to explore how archival pedagogy can be used to benefit LGBT-people’s identity formation and what role(s) archives could offer. The thesis is based in textual analysis combined with a visit at QRAB, Sweden’s only LGBTQ archive, and research into the kind of archival materials available. It uses queer theory, norm critical pedagogy and archival pedagogy to evaluate the materials available as well as develop an example of an archival pedagogical tool known as the “archive suitcase.” Both literature and archival material with direct connection to LGBTQ-history have been usedfor a historical summary over Sweden’s LGBTQ-history. The visit to QRAB also resulted in a presentation of archival materials available and an example for the archive suitcase with a focus on trans and gender nonconforming history. The study concludes that archives have a major role to play in the advancement and promotionof LGBTQ-history and therefore also in LGBTQ-people’s identity formations. It also accounts for ways the archives can use their existing archival material in their archival pedagogy outreach. This is a master’s thesis in Archival Science.

Public programming initiatives are considered an integral part of archival operations across the world because they support a greater use of archival records. In South Africa, public archival institutions are mandated in terms of section 5(1)(c) of the National Archives and Records Service of South Africa Act (Act No. 43 of 1996) (NARSSA Act), to reach out to the less privileged sectors of society, by making known information concerning records by means such as publications, exhibitions and lending of records. This also includes taking archives to young people, especially school learners. As a result, public archives repositories in South Africa have designed programmes to take archives to school learners for the purpose of creating future users and expanding the use of archival sources. Despite efforts to take archives to the people in South Africa, it would seem that public programming methods that repositories use at schools are not effective in creating awareness and promoting public archives to attract school learners. This qualitative study utilised semi-structured interviews and observation as data collection tools to investigate schools as conduits for taking public archives to learners in the Gauteng province of South Africa. The study targeted learners and teachers in schools which participated in the archival public programming in Gauteng province, as well as staff members of the National Archives and Records Service of South Africa (NARSSA) and Gauteng Provincial Archives responsible for public programming. The key findings suggest that the public archives repositories in Gauteng do not use technology, particularly social media, to market their services to school learners. The main method of taking archives to learners is through invitations and participation in the annual archives week, which do not yield any positive results, as learners do not visit the archives afterwards. It is recommended that NARSSA and Gauteng Provincial Archives consider using school learners who participated in archives week and are interested in archives to be ambassadors to further recommend the use of archives to potential users and their peers. Furthermore, collaboration between archivists and teachers from neighbouring schools should be considered by including school projects that involve the use of “archives’’. The study concludes that failure to adopt social media platforms to market archives would result in school learners not using archives. A further study covering all provinces in South Africa is recommended. / Information Science / M. inf. (Archival Science)