Thematic Research Collections

Carole Palmer’s article “Thematic Research Collections” got me thinking about the necessary skill set of the creator, as Palmer defines the term.  The idea that scholars are the curators of thematic research collections left me wondering if students might a more meaningful role in this process. Although students are not yet curators with “specific subject matter and associated critical and analytical techniques,” they are the curators of their own work in ENG110 as they assemble their portfolio work and detail their growth toward learning objectives. I can’t yet imagine them being the curators of a collection as Palmer describes. I could imagine having students engage with such a collection, though. I don’t see a clear path to that from ENG110 although in more content-focused course, I think it would be great for students. One thematic collection that caught my attention was the Anne Lewis Women’s Suffrage Collection, featured on the Omeka site. I was fascinated by the many artifacts and pieces of writing featured. The “Appeal to Men” flier (http://lewissuffragecollection.omeka.net/items/show/2202), published in 1915, was for Massachusetts men to “DEFEND” anti-suffragists by voting no to protect women’s “greatest right — to be free from the political medley.” Also included as a reason to vote no to suffrage was this gem: “You are not SORRY now, but if women are given the ballot you may REGRET it, when it’s too late.” It seems so inconceivable that women would sign their names to such a document, but it appears that they did. So, in thinking of an example like this, I could imagine some interesting conversation around the importance of context when thinking critically about an emotionally charged issue. The booklet “Ten Little Suffergets” is another example that would surely generate some discussion as each is a girl with a suffrage banner and banners containing the author’s view of other ludicrous and childish demands like “Cake Every Day” and “Down with Teachers.” I have to admit that I got completely lost browsing this collection. The postcards, the gender role commentary, the many cat images and vases (?), and the pamphlets about the world suffragette movement had me thinking that 100 years later, we are still hearing the same arguments and slogans — and even using the same symbols (pussy hat, anyone?).

Practically speaking for my course design, I found a collaborative annotation activity on the Women Writers Project site. Again, the content was more geared toward a less skill-based course, but the activity could be worth a try. The goal is to annotate a section of text collaboratively and for a specific audience (in this case, the modern reader). So, group members identify and explain key terms, note questions about the original audience, and interpret portions of text. This activity seems like it could develop students’ annotation skills as well as their ability to complete meaningful group work.