National workshop on digital archiving coming to Syracuse University Libraries

SAASyracuse University Libraries are partnering with two national organizations, the Association of Research Libraries (ARL) and the Society of American Archivists (SAA), to offer a series of Digital Archives Specialist (DAS) courses at SU from March 10–14, 2014.

Hosted by the Libraries’ Special Collections Research Center (SCRC), the courses will draw participants from all over Central and Upstate New York. According to Senior Director of Special Collections Sean Quimby, “Archivists are charged with collecting and preserving today’s knowledge for the benefit of tomorrow’s scholars. Doing that requires the application of time-tested archival principles to rapidly changing information technologies.” He adds that “these courses will help equip archivists in the region with the necessary skills.”

The courses provide education and training in appropriate practices for appraising, capturing, preserving, and providing access to electronic records and other born-digital content. The program being offered is a weeklong immersion in four core courses of the DAS program:

  • Digital Archives and Libraries
  • Digital Curation: Creating an Environment for Success
  • Preserving Digital Archives
  • Digital Forensics (two days)

The program is open to all librarians and archivists; attendance at each session is limited to 22. Complete information and registration materials can be found at

CNY Humanities Corridor Visiting Scholars Brownbag Presentation

Jeanelle HopeJanelle Hope (Syracuse University)
“Seeking Poetic Justice: Positioning Black Women and Queer Identifying Into the Black Power Historical Narrative”

Brownbag Presentation: February 7, 2014 / Noon / Tolley 304 / SU Humanities Center

The Black Power era historical narrative is especially male dominated, androcentric, and primarily comprised of biographies, autobiographies, and traditional archival materials.  Thus, there is little room for the voices of women, queer identifying, and other marginalized groups. Scholars have begun to recognize this gap and have started creating a space for the history, stories, and voices of those groups. However, the few contributions that have been made continue to heavily rely on traditional research methods and sources of authentic knowledge. Poetry and performance qualitative research present an alternative way in which we can insert the voices of Black women and queer identifying men and women from the era into the historical narrative, as poetry and other artistic avenues were often spaces in which their voices were safe, respected, maintained, and often better appreciated. Therefore, it is essential to analyze and include these pieces into the history in order to better understand the totality of the Black Power era. In doing so, those marginalized within this history now have a rightful place within the narrative and simultaneously the argument and claim for the legitimacy of poetry as knowledge and a research method is reasserted. Overall, this work seeks to help reframe the understanding of the Black Power era by examining poetry by Black women and Black queer identifying men and women.

Jeanelle Hope is a native of Oakland, California; she completed her undergraduate studies at California State University, Long Beach, earning a B.A. in History and Africana Studies. Currently, she is a graduate student and Teaching Assistant at Syracuse University working toward her M.A. in Pan African studies. Jeanelle’s ongoing thesis project is centered on interracial activism between African Americans and Asian Americans in the Bay Area during the Black Power era and the role of women within radical organizations of the period, specifically within the Black Panther Party and Chinese Red Guard. Much of her work takes a Black feminist approach and seeks to uncover the voices of women through oral history and archival research.



Critical Connections Public Lecture and Mini-Seminar

Zeynep Celik AlexanderZeynep Çelik Alexander (University of Toronto)
“A Minor History of Non-Reading”

Public Lecture: January 30, 2014 / 5:00 p.m. – 6:00 p.m. / Peter Graham Scholarly Commons / Bird Library

Mini-Seminar: January 31, 2014 / 10:00 a.m. – 12:00 noon / Special Collections Research Center / Bird Library

(Both events are co-sponsored by Syracuse University’s School of Architecture. They are free and open to the public, but advanced registration is required for the mini-seminar. To register, contact or call 315-443-2697)

Zeynep Çelik Alexander is an architectural historian whose work focuses on the history of modern architecture since the Enlightenment with an emphasis on German modernism. She is currently completing two projects: a book titled An Epistemological History of Aesthetic Modernism and a co-edited volume exploring the histories of technologies that have come to dominate contemporary design disciplines. Alexander’s writings have appeared in several edited volumes as well as in journals including Harvard Design Magazine, Grey Room, Journal of Design History, and Centropa. She is a member of Aggregate Architectural History Collaborative and an editor of the journal Grey Room.

“A Minor History of Non-Reading”

Countless contemporary observers have noted that in the age of digital media skimming, scanning, browsing, and watching may have rendered close reading obsolete. Yet such claims about the disappearance of reading —accompanied as often with uncritical enthusiasm as with unwarranted anxiety—are not new. This paper attempts to understand the epistemological implications of such claims by returning to early-twentieth-century Germany where a peculiar kind of reading, dubbed “non-reading,” emerged. Non-reading was neither illiteracy nor reading in-depth: it was a technique of engaging with a text without using the hermeneutic practices that had been a crucial part of German education since the early nineteenth century. The modernist picture book became a primary site for the practice of non-reading. In books by Paul Schultze-Naumburg, Max Dvorak and Heinrich Wölfflin (and later by Sigfried Giedion, Le Corbusier, and Colin Rowe) images with strikingly similar formal qualities were juxtaposed as example and counter-example so that the non-reader could switch her gaze back and forth between the two images until she could reach the correct judgment. Those who used the comparative method—in books as well as in other pedagogical settings at museums, design schools, and universities—shared an assumption about the kind of knowledge inherent in this analogical reasoning. If Wissen, knowledge associated with conscious thought and language, had been at the heart of nineteenth-century institutions of learning in Germany, the comparative method was put to use with faith in Kennen, corporeal knowledge assumed to be the result of inferences drawn unconsciously from aesthetic sensations. This paper traces the brief life of non-reading in turn-of-the-century books, slides, mass-produced prints and photographs with an eye on its long afterlife in twentieth-century modernism.