mackenzee

[mackenzee]

“Who Has Authority Over Me?” – A Review of Transgender and Gender Diverse Subject Access

Project Description – This project intended for us to engage with a significant topic related to the field of knowledge organization. It included group and independent work which allowed for multiple perspectives within our overarching topic to be thoroughly explored. Submission materials consisted of an individual essay detailing our specific research interest, a conference-style presentation involving all group members, a conference-style poster summarizing our presentation, a joint bibliography, and two select readings which we shared with the class. Our group chose to present on Archival Silences, discussing how dominant classification practices actively erase marginalized narratives. This topic was then broken down into three parts; Sacred Silence, Institutional Silence, and Communal Silence.   

Methods – As a group, we worked together to establish a topic which included all of our specific research interests. We then had to submit a proposal which explained what our topic was – Archival Silences – and how each of our specific interests colluded to support that topic. I composed the independent portion of this project by conducting a broad literature review within the study of critical cataloging and gender diverse subject access. I was predominantly inspired by the ethical concerns of what it means to “queer the catalog,” as addressed by scholars like Emily Drabinski and K. R. Roberto. I analyzed the social and cultural implications of gender identity as presented in majority lead cataloging practices against this contemporaneous discourse. While working on our individual papers, our team met weekly to discuss presentation and poster materials for the purpose of creating a cohesive final project.     My Role – I am the sole creator of this paper; however, the final presentation on archival silences was a collaborative project completed with classmates Maia Hirschler and Hannah Rothfield. We collectively proposed our overarching research topic, and divided workload based on special interest within said topic. I created slides for and presented on silences present in current cataloging practices for transgender and gender diverse materials.

Read my paper here | View our presentation here

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Learning Outcome Achieved – Ethical/ Creative/ Critical Practice Rationale – Our project engages with critical cataloging discourse through an understanding that information is non neutral and often produced to reflect / reinforce structures of oppression. My research practice was informed by transgender theory and analyzed contemporary classification standards for transgender and gender diverse collections. I sought to immerse myself into the conversation around how the Library of Congress assumes a position of authority which homogenizes and silences diverse user groups. I also reviewed reformist efforts, assessing how their attempts towards descriptive social justice still relies on western centric conceptions of gender nonconformity. Ultimately, I hoped to present an argument for the destandardization and reconstruction of identity driven description. A truly critical practice requires an ever expanding and evolving dialogue.

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[mackenzee]

Bytes and Bobs – Building a Personal Website

Project Title – Bytes and Bobs: Building a Personal Website

Project Description – The world wide web is here, and everyone but you has a personal website! The goal of this project was to demonstrate a fundamental proficiency in HyperText Markup Language (HTML), Cascading Style Sheets (CSS), and any other web skills developed in class. Our website had to have between 3-5 distinct pages, be written from scratch, adhere to copyright law, and verify according to the W3C Markup/CSS Validation Services. The content included in our website was entirely up to us, pertaining to professional or personal interests.

Methods – This project consisted of engaging with html, css, and javascript exercises throughout the course of our class, which I then implemented in creating my site. I focused on creating pages related to my creative work, my language learning interests, and my background. The bulk of the work was spent on creating a multi tabbed gallery to exhibit documentation of my artwork, relaying my language learning experiences, and curating resources related to studying classical Latin. Visually, I was inspired by personal sites popularized by the old web, primarily through content hosting sites like Geocities. I utilized Visual Studio Code as my code editing application, maintaining clear organization of files throughout the development environment. As required, I regularly verified my HTML and CSS files through the W3C validators to troubleshoot any semantic issues as they appeared. 

My Role – I am the sole creator of this project. 

Read my code here | View my website here

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Learning Outcome Achieved – Technology Rationale – This project more than bolstered my experience coding in HTML and CSS languages, along with discerning standard web development practices. I effectively used an open-source code editor to organize web-based content in a creative, digitally responsive way. I was also able to preserve the code on my personal hard drive, Github, and NeoCities platforms. Extending my work to local and open source platforms allows me multiple avenues of access to continually rework or update my website, and rehost as needed. Though my website was meant for personal means of information collection and presentation, I have been able to consistently use the knowledge gained from this class in numerous professional settings; especially when tasked with formatting digital content or managing digital assets. Documentation of my code can be found on Github, while the website can be viewed here.

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"What's Sweeter than Literary Leisure?" – a Bibliographic Analysis

Project Title – ‘What's Sweeter than Literary Leisure?’ a bibliographic analysis of Memoires relating to the state of the Royal Navy of England, for ten years, determin'd December 1688

Project Description – This paper engages with descriptive and analytical bibliography, concerned with studying the ‘book as object’ through a multilayered perspective. Books were assigned from the New York Public Library’s Rare Books collection for the purpose of critical bibliographic evaluation. My research synthesizes material information like collation, binding, paper, type elements, and design attributes; while presenting contemporary cultural relevance of physical evidence. 

Methods – I conducted an intensive bibliographic study of a first edition, second

issue copy of Memoires relating to the state of the Royal Navy of England, for ten years, determin'd December 1688 by Samuel Pepys. Composing my bibliography involved an assessment of value, condition, and material evidence; both on-site at NYPL’s Brooke Russell Astor Reading Room, and remotely using my own photographic documentation against digital surrogates. Throughout the semester, I engaged with a variety of resources – publications from Samuel Pepys’ scholars, early New York Public Library Bulletins, multiple University Library Catalogs, the English Short Title Catalog, early publishing house records, early and contemporary Auction Catalogs, and the Gravell Watermark Archive – to support my resolutions.   

My Role – I am the sole creator of this paper.

Read my final paper here | View my collation here | View my presentation here right click to open in new tab

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Learning Outcome Achieved – Research

Rationale – This project required us to research our assigned book thoroughly in order to contextualize it within historical and contemporary bibliographic conversations. This assessment predominantly required physical documentation in addition to text-based evidence. Multiple research appointments were performed on-site to materially evaluate the ‘book as object,’ compile photographic evidence, and consult with secondary sources. Throughout this course, I became familiar with numerous bibliographic resources essential for efficiently administering bibliographic research – as mentioned above.   

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How to go to the Movies – a LibGuide for Film Enthusiasts @ Pratt

Project Description – LibGuides are a content management system used by libraries to create subject guides for their patrons. The goal of our project was to create and edit a LibGuide of our own, catered to a defined user group. After settling on an audience, we were then set to identify a range of relevant and useful print or electronic resources, limited to the Pratt Institute Libraries’ and the New York Public Library’s research collections. By virtue of these limitations, it was notably important to be aware of knowledge gaps within the bibliographic space – and work collaboratively to fill them. Above all, we were meant to keep the user in mind when building and contextualizing our LibGuide. 

Methods – Based on group discussions, we ended up catering our LibGuide for Pratt students looking to engage in community-driven film experiences. The COVID-19 pandemic had a profound impact on public spaces for film consumption and production. This was an issue we found ourselves experiencing at the time, so the topic was considered to be culturally relevant. Our LibGuide would serve as a centralized hub where film enthusiasts at Pratt could engage with film discourse and seek out specialized events or communities within New York City. Pratt students were selected as our primary user base since the resources provided were predominantly accessible to them. Our team met weekly to discuss and develop our topic, and review each other’s resources. I conducted a literature review to curate primary, secondary, and tertiary sources related to the practice and theory of homemade films; intending to draw from DIY origins by measuring the space in context with radical filmmaking and counterculture. Tabs were organized based on resource type and arranged alphabetically in an attempt to reject hierarchical presentation.

My Role –  This was a collaborative project completed with classmates Sam Irwin, Gibson Field, Peter Kaiser, and Nene Villalobos. We divided up workload based on personal interest. I took the lead in creating the DIY tab of our Libguide, and assisted with interface design. 

Check out the LibGuide here | Read our reflection here

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Learning Outcome Achieved – Foundations of Library Science

Rationale – Providing access to information is a central component in any LIS practice. Both Library and Archival professionals may be tasked with creating online reference guides geared towards a specific collection or community. In designing this guide, I aggregated traditional and non-traditional information sources and curated a broad selection of materials pertinent to our topic. In doing so, I gained a comprehensive understanding of how information design enables or inhibits access, authorizes certain narratives, and contributes to users’ perception of cultural, social, and political dimensions. I grew to situate myself within a position of power and privilege which enlightened my approach to information collection, organization, and access.  

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Learning Outcome Achieved – User Centered Services

Rationale – Building a comprehensive LibGuide is entirely dependent on our ability to enrobe a user-centric perspective on retrieving information. Designing our resource guide included consideration of diverse user needs in terms of format and content. Working in a culturally responsive manner, I sought to amplify historically marginalized voices within the independent filmmaking industry and challenge western centrism. This practice was informed by Fiona Blackburn’s arguments around cultural competence and whiteness in libraries; where conversation and curation become influenced by cross-cultural provision. I also included multiple communication formats – books, journals, podcasts, photographs, videos, and films – to enable various learning preferences. This experience strengthened my ability to create a dynamic and multifaceted information experience that situated our users at the forefront of our work.

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[mackenzee]