PDF Working in the Archives: Practical Research Methods for Rhetoric and Composition

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Carbondale: Southern Illinois UP, Kennedy, Krista. Lunsford, Andrea A. Ramsey-Tobienne, Alexis E. Assignment Your assignment is to use the social networking platform Pinterest to curate a collection of links to archives, digital archives, and other materials that will serve our collective course inquiries, your final research projects, and our external audiences.

As you select a username, consider the level of anonymity you would like to maintain. At this stage, your collection of pins and boards may be minimally filtered and ordered. Then accept my Pinterest invitation to collaborate on those boards. Additional Considerations We will work together to get started with curating these collections, and help will be available through in-class discussions, demos, and work sessions.

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Feel free to pin a variety of materials. For instance, you may curate links to relatively traditional brick-and-mortar archival collections or to digital archives of historical materials.

Overview of Qualitative Research Methods

But you may also use boards to compose your own archives, compiling born-digital and digitized artifacts while theorizing how they function as an archive. Additional boards will appear as I hear from you. On my professional Pinterest page , you are welcome to peruse a wider variety of resources: examples of digital archives, digitized materials, and other sources; readings about using Pinterest for archival purposes; pieces of interest about digital archives; and resources on citation and copyright considerations.

Tweets directed specifically to our class will appear under the hashtag WomFemRhet.

Working in the Archives: Practical Research Methods for Rhetoric and Composition

You are welcome to follow me on Twitter, an account I use for scholarly purposes, and I would in turn follow you. This is completely optional. Share this: Twitter Facebook. Alexis E.

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Ramsey, Wendy B. Carbondale: Southern Illinois Press, In this essay, Glenn and Enoch acknowledge the expansion of histories of our field to new sites, new subjects, and new vantage points.

In this Book

As such, they see three positive outcomes of this expansion: there are without doubt MANY histories of rhetoric and composition; the variety helps us to broaden our thoughts on what moments, people, and places deserve attention; the studies reflect the questions and imperatives of the present moment. Turning from new research angles and archival locations, they then call for a greater conversation among other agents in the archive s.

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They begin by noting the incredible help that can be provided through more conversation among other researchers in the field, suggesting a more systematized professional archival network through a CCCCs SIG as well as a potential published database clearinghouse of archives that researchers can describe for each other They then move—using the collaboration that formed the history of writing instruction archive at University of New Hampshire—to both acknowledge the important role of the archivist following Wendy Sharer as well as to forge connections with them to build archives useful to us in the field Positionality both generates fruitful research avenues and creates a tension in the writing.

This leads to their next point about theoretical grounding, noting that their grounding in feminist theory helped them to broaden notions of rhetoric and rhetorical education that helped them to see new vistas. At the same time, they note that your theoretical grounding can also limit your vision. This was helpful for me as I think about writing about a community that directly implicates my own family. This leads them to draw an interesting parallel between historiography and ethnography, which I quote here at length:.

Thus, the issue is not so much why we approach various groups of people or archival collections but how we work to understand and honor their perspective, their experience. The goal of accurate interpretation is never enough. When we engage in research, we need to know what our self-interest is, how that interest might enrich our disciplinary field as it affects others perhaps even bridging the gap between academia and other communities , and resolve to participate in a reciprocal cross-boundary exchange, in which we talk with and listen to Others, whether they are speaking to us in person or via archival materials.

Our work, then, should be to let go of our dependence on traditional texts and research materials and push ourselves to search for new kinds of evidence that might reveal different understandings of how people throughout history have learned and deployed rhetoric and writing.

We acknowledge that histories are always partial and always interested—partial in the sense that it remains incomplete with respect to the reality they presume to depict and interested in the sense that it is an interpretive rendering of evidence Howard. As we make these considerations about our interestedness and our theoretical grounding, though, we also explore how these two ideas prompt us to acknowledge other important agents in the act of archival recovery besides the researcher and the archivist.