Workshop Report: Digital Storytelling With Audio Primary Sources

The Educational Division is expanding its outreach efforts! This July, the Division worked with The History Project, a professional development organization at the University of California Irvine, to sponsor a digital storytelling workshop for primary and secondary school educators interested in integrating more audiovisual media into their classrooms. 

Led by Ed Division Co-Director Stephanie Sapienza, the workshop provided a general overview of the value of digital storytelling for meeting diverse educational goals—from presenting new material and alternative assignments to supporting students’ digital literacy. You can watch the full video of the presentation or directly review the presentation.

In addition to outlining a wide range of user-friendly tools for digital projects and tricks for production, the workshop supported efforts of RPTF Divisions and Caucuses by showcasing archival materials from radio collections that can be integrated into student projects as primary resources. Some of the highlights include: 

  • A reel of sample projects created with the Studs Turkel Radio Archive and the American Archive of Public Broadcasting, as well as other sources, in order to demonstrate how digital stories incorporate audio and other archival media
  • A short video guide about how to search the RPTF/ARSC Sound Collections database (about halfway through the presentation)
  • An introduction to a new online collection about pre-NPR educational radio, Unlocking the Airwaves

All of the resources discussed in the workshop (tools, audio collections, articles and guides) can be found here.

screenshot of the resource guide

This spreadsheet-style document is organized with a list of archival materials, storytelling tools, tutorials related to research and production, and recommended readings. We are constantly updating our stable of resources for educators; if you have suggestions for additions, please let us know! In the near future, we plan to have these resources and more available on this website. 

The second half of the workshop consisted of several focus groups asking participants about their interest and experience with audiovisual media in the classroom.

The Education Division Executive Committee led these focus groups and we are delighted to report that educators in primary, secondary, and museum settings are interested in utilizing more audio. It is clear that many educators have some experience with digital projects, but for the most part, teachers use video. The most prominent uses for audio come in the form of learning activities where students record each other, conduct interviews with family (e.g. oral histories), provide voiceover narration, and/or collect sounds of their communities. In other words, radio and other auditory archival sources are underutilized, falling under the radar for various reasons ranging from not even knowing such material exists to being too overwhelmed to figure out how to integrate into existing and new curricula. Nevertheless, the focus group participants expressed strong interest in audio in order to broaden the scope of students’ understanding of primary sources as well as additional opportunities for digital projects. 

Across the focus groups, participants stressed five major points that we find are beneficial for the RPTF to keep in mind as we develop our education outreach. 

  1. The span of time for students’ attention and teachers’ lessons. Short audio clips are best if students are to listen to them in the classroom. A podcast or audio source that is 20 minutes long is too challenging to hold everyone’s attention and taxing on the teacher to keep stopping the audio for discussion. One focus group suggested that nine minutes was the max for a video, so likely that might mean the max for audio, or even shorter.  

  2. Desirable kinds of resources. How can we make it easier for teachers to integrate audio? Many of the answers we received to this question focused on the following suggestions for learning activities: 
  • Already have selected audio clips, with timecodes and possibly also captions to follow along 
  • Provide an accompanying discussion guide and/or lesson plan. Even a short set of questions will make it more likely that an educator will use audiovisual materials.  
  • If the audio source also has a parallel or related video source, which offers the opportunity to, for example, set up stations where students explore the same topic through different media and activities, gallery walk, etc.
  • Link to teaching standards that educators are required to follow and can incorporate into their year-end reports  
  • Provide PowerPoints with student-directed instructions for facilitating the lesson, along with the activity’s end-goals. This cuts valuable time for teachers in both planning and execution.
  • Develop assessment guides, especially geared towards critical listening and how to evaluate digital projects
  1. Future workshops about tools as well as existing databases. There is definitely value in holding such workshops! There is an in interest in workshops – for students and for teachers – to train them to use tools and develop creative work. One participant floated the idea that maybe if we can teach some students how to utilize audio sources and create digital projects, that then the student can create tutorials to share with other students. Aside from the nuts-and-bolts of how to produce, there is the interest in how to find and navigate archival resources. One participant suggested that if they were first made aware of a particular resource (e.g. AAPB), that then they would like a workshop with some guidance but more so, the chance to ask questions. 

  2. Accessibility. Access to technology in primary and secondary education is challenging – arguably more so than at the college level. For example, some schools exclusively use Chromebooks, which constrains opportunities for production. Some schools and programs may have some tools for audio recording and production, but overall, it is hard to assign projects that feature recording, downloading, and/or editing audio. There is also, of course, the issue of internet speeds in both school and home settings. One participant noted that their school’s WiFi blocks certain websites. In another sense of accessibility, participants emphasized that supportive materials should be targeted at people at all levels of familiarity and dexterity with digital tools and research practices. 

  3. Community. Many of the teachers wanted to find ways to use digital tools to help students connect to, learn about, and honor the diverse communities from which they hail and to better understand their own families and backgrounds. Some participants drew the connection to audio primary sources as opportunities for English language learners as well as Spanish language learners. One participant recommended that it would be great to be aware of the location of and how to use local and regional archives, or even a guide for how to use regional radio stations as a primary source. 

This event was the first of a number of workshops to be offered by the RPTF Education Division and will guide our efforts to develop useful resources for educators.

Please get in touch with us at rptfeducation@gmail.com if you want to participate in future workshops, contribute to the creation of lesson plans, help create guides for archival collections relevant to teachers, and/or have additional feedback about what would be useful for integrating sound into classroom lessons and assignments.

Using AAPB’s “Voices from the Southern Civil Rights movement” Exhibit for Radio and U.S. History: A How to Teach My Article Entry

This is the first post in our series, “How to Teach My Article / How to Teach My Book.” Our goal in this series is to bring academic scholarship into classrooms by asking authors to describe and recommend how their scholarship can fit into various educational contexts. The first post is written by a founding member of the RPTF’s Education Division and provides the template for future posts. For more about this series and about our overall blog, check out our open call.


Article: Allison Perlman, “Radio Silence: The Radio Preservation Task Force and the Uses of Radio History,” New Review of Film and Television Studies 16, no. 4 (2018): 434-440. doi.org/10.1080/17400309.2018.1524966

Please provide a brief description of the piece

This short article uses the “Voices from the Southern Civil Rights Movement” exhibit of the American Archive of Public Broadcasting (AAPB) as a case study to make three interrelated claims. It underlines the urgency of the radio preservation project of the RPTF as a means to redress archival silences that have influenced the scripting of US media history and US history more broadly. It illuminates how historians of the 20th century US, and specifically those focused on the Black freedom struggle, overlook or misrepresent the role of broadcast media in the movement. It then examines the Pacifica broadcasts from the “Voices” exhibit to identify how noncommercial radio covered southern campaigns and to contrast the content of these programs to the better-known television coverage of them. What emerges is an alternate way to understand the relationship between broadcasting and civil rights, one that insistently focused on the experiences and perspectives of activists on the ground.

Discuss the origins and purpose of the piece. How and why did you write it?

I was invited to submit a short essay to a special issue edited by Nora Patterson and Kathy Battles on “Radio Preservation as Social Activism.” I had been involved with the Radio Preservation Task Force since it was created and I had just completed a book on media activism and social movements. In addition, I had become increasingly grouchy over time that my colleagues in the discipline of history so often misrepresented, ignored, or diminished the role of media in their scholarship. And I was in the early stages of researching a history of US public media. So I thought this invitation a great opportunity to think through the import of the work that the RPTF was doing and to flag how this work could and should push us to reimagine how we script 20th century US history and the role of broadcast media within it, especially noncommercial broadcasting.

Identify the kinds of courses in which the piece could be assigned. Is the piece suitable for primary education (middle school, high school), undergraduate, and/or graduate courses?

This could be assigned in any course that addresses US radio history, US broadcasting history, history of the Black Freedom Struggle, archives and their uses, and/or public media.

I think the undergraduate classroom is probably the ideal learning environment for this article. It is short and accessible and could be assigned in both media studies and history courses.

What are your recommendations for how to teach your scholarship?

This short article could be assigned for a range of purposes. It foregrounds Pacifica broadcasts, and thus could enrich a discussion of how and why alternatives to commercial broadcasting expanded the sphere of who could speak, and what could be said, over the airwaves. In addition, it underlines how the Pacifica broadcasts offered a different perspective on the southern civil rights campaigns and could thus provide a base for a productive conversation about media and the Black freedom struggle. It could be assigned alongside one of the radio programs discussed in the piece and a clip of TV news coverage of the Civil Rights Movement. Furthermore, the article raises questions about the relationships between the existence of archives and the scripting of history – drawing on Michel-Rolph Trouillot’s work on archival silences – and could be used to facilitate discussion about how history is written.

Please provide recommendations for other works to assign alongside your article, works that could inform the lesson, and/or programs that could supplement the lesson.

Perhaps most obviously, the “Voices from the Southern Civil Rights Movement” is an excellent exhibit and could be assigned alongside this article. The exhibit offers a very strong introduction to the broadcasters and categorizes the broadcasts by place, organization, and people. It could also be brought into productive dialogue with the AAPB’s “Televising Black Politics in the Black Power Era: Black Journal and Soul!” exhibit.

All of the radio programs referred to in the piece are accessible via the American Archives for Public Broadcasting (the references in the article provide URLs). They could be contrasted with television programs on the Black Freedom Struggle, also available online, such as ABC’s “Walk in My Shoes” or WGBH’s “Perspectives: Negro and the American Promise.”

Other works of scholarship that could be put into productive dialogue with this short piece (depending on learning objectives) include Aniko Bodroghkozy’s Equal Time: Television and the Civil Rights Movement (especially chapter 2); chapter one of Trouillot’s Silencing the Past; Devorah Heitner’s Black Power TV (any chapter); Christine Acham’s  Revolution: Televised, chapter 2; Brian Ward’s Radio and the Struggle for Civil Rights in the South (especially chapter 6); and Matthew Lasar, Pacifica Radio, chapter 9.


We invite any scholars to share how to teach their articles, books, and other projects. Email rptfeducation @ gmail.com and check out our first post for more details about the Education Division and our blog initiative.

Music Time in Africa Archive Delivers Voice of America Radio Show

By Paul Conway, University of Michigan

Music Time in Africa is the longest-running radio show from the Voice of America (VOA), the official broadcast agency of the United States government. Because of legal constraints only removed by the US Congress in 2013, generations of listeners on the African continent only have ever heard the shows. With support from the National Endowment for the Humanities, nearly 600 unique digitized audio recordings and associated scripts, spanning the first thirty years of the show’s broadcast (1968-1998), are now available for streaming through an internet platform at the University of Michigan. The Music Time in Africa Archive is a rich resource for African musical heritage wrapped in the distinctive messaging for audiences in post-colonial sub-Saharan Africa.

The website for the Music Time in Africa Archive provides ample information about the origins and development of the archive. The website also provides direct access to the custom built online platform (click on “Listen”) that supports faceted metadata browsing, full-text search of the digitized program scripts, and streaming audio access to the radio programs. The surviving recordings show evidence of cannibalization of earlier program tape recordings for later shows and suggests a high level of re-broadcasting of earlier shows, which is a common practice for programs requiring a weekly program for 52 weeks every year. Plans for 2021 include releasing 106 shows that lack program scripts and an additional 320 original shows created by host Matthew Lavoie (2007-2012) and current host Heather Maxwell (2012-2018).

Fig. 1. Music Time in Africa Archive

Leo Sarkisian, the man behind the VOA’s Music Time in Africa had a big personality, a love for all forms of music and dance, and a passion for bringing “African music to Africa.” Leo (as he was universally and affectionately known) spent over a decade as a sound engineer with Tempo Records, a Hollywood-based company that trained him to produce original, on-location recordings of sounds and music for film soundscapes. Leo traveled with his wife Mary through over thirty-eight newly decolonized African nations, creating a unique and rich collection of live field recordings.

In 1963, legendary broadcaster Edward R. Murrow approached him with a job at VOA. His charge was first to support the radio stations of new sub-Saharan nations with his technical expertise—Radio Ghana and Radio Conakry initially, and later Radio Dahomey, Radio Tanzania, Radio Doula (to name but a few). Murrow also asked him to create an entertainment-based radio broadcast as part of a mission to introduce American perspectives to a post-colonial Africa, which he would go on to do for nearly 50 years. Leo’s work simultaneously advanced the causes of African independence and American political influence.

The first broadcast of Music Time in Africa was in May 1965. Production for the show began in Liberia’s VOA Program Center, and then relocated permanently to the agency’s headquarters in Washington D.C. in 1968 when Leo became the VOA Music Director of the Africa Division. For most of five decades, Music Time in Africa was a once-per-week 30-minute program, pre-recorded on Wednesday mornings and broadcast on Sunday evenings (18:30 GMT). The timing of the broadcast attracted listeners across sub-Saharan Africa just prior to a major two-hour news broadcast on Sunday evenings, African Panorama. Music Time in Africa was and continues to be a highly choreographed and fully scripted performance of intertwined words and music. Beginning with the first program, Leo assembled musical selections by stringing together recordings drawn from the extensive collections in the program’s music library. Leo worked exclusively with fresh ¼-inch tape, “ripping” selections from 45-rpm singles or 33-1/3 rpm LPs as necessary, and extracting excerpts from his live field recordings or recordings sent to him by radio stations in Africa. Sometimes Leo included listener-contributed materials, fostering a strong ongoing relationship with local audiences and musicians.

Figure 2. Leo Sarkisian and host Rita Rochelle, 1982.

A series of very talented and increasingly popular announcers performed the scripts around the selections “inserted” into the program at specifically-timed intervals: Bryn Poole (1965-67), Miatta Fahnbulleh (1968), Susan Moran (1968–1978), Rita Rochelle (1978–2005), Matthew Lavoie (2005–2012), and Heather Maxwell (2012–present). Each of these hosts, a number being women of color, projected a personal interest in the listener experience while crediting Leo Sarkisian for the intellectual content. Leo was a regular “guest” on his own program, which afforded him a continuing presence for his listener base and personalized the program around his first-hand knowledge of oral traditions, performing arts, rituals, festive events, traditional knowledge and artisanship.

In 2012, the Library of Congress inducted Music Time in Africa into the National Registry of Recorded Sound, highlighting the show from 29 July 1973, which was actually a rebroadcast of the original 12 March 1972 broadcast. You can listen to this show here in the Music Time in Africa Archive. Leo joins host Sue Moran in exploring the musical structures, instruments and social contexts of Mauritanian music. In the show, as Leo explains the complexity of Mauritanian musical theory, excerpts allow audiences to hear the difference in timbre of the tidinit versus the ardin, and the vocal style of Mounnina, one of Mauritania’s famed female stars, versus that of Sidi Ahmed El Bakay Ould Awa, a tidinit virtuoso. The careful attention in this show to gender parity, to history, to the intricacies of a distinctive musical system understood on its own terms are hallmarks of Music Time in Africa and the scholarly work of Leo Sarkisian.

Figure 3. Music Time in Africa Archive, 12 March 1972.

Leo Sarkisian died June 8, 2018, at the age of 97, ahead of his wife Mary, who died in February 2019.

His legacy of Music Time in Africa lives in VOA’s current broadcasts and in the Leo and Mary Sarkisian Collection at the University of Michigan, which hosts and maintains Music Time in Africa Archive. Leo would be happy if you took a listen.

Please address any questions to musictimeinafrica@umich.edu

About the blog: This post is part of the series, “Amplifying Archives: Collections Highlights,” one of several features in the RPTF Education and Outreach Division’s Blog. For more information, including calls for submission, check out our first post.

An Introduction to the Education and Outreach Division’s Blog and Call

photo of girls listening to a radio with the text: "We Are ALL LISTENING"; image source: https://archive.org/details/seehear194850journaloneaucrich/page/n286/mode/2up
image source
Archivists: do you have sound collections just waiting to be accessed and explored?
Researchers: have you recently published work just waiting to be read and taught?
Instructors: do you have lessons to share?

The Education and Outreach blog is here to make connections and further the study and circulation of sound materials and scholarship for wide-ranging audiences. We enthusiastically welcome writing on the following topics, as well as special proposals for pieces that fall outside of these guidelines.

Amplifying Archives

Collection Highlights

Archivists: we would love to spotlight ways that educators could use materials in your collections in the classroom. This series asks archivists to comment on their collections, highlight gems and/or lesser-known items, indicate subjects and age groups the collection could be particularly relevant to, describe how someone might navigate the collection, and reflect on how the materials challenge or enliven historical narratives.

Inner Workings

Addressing issues of accessibility, this column asks archivists to demystify some element of their professional practice to help scholars better understand and use their collections. Think of it as a “everything scholars wanted to know about sound archives but were too afraid to ask.” For this series, we invite archivists to reflect on the logic and theory behind practices like appraisal or arrangement in relation to a specific collection you’ve worked on—and comment on how this background knowledge can help users navigate and understand materials.

Teach My Article / Teach My Book 

Have you recently published work on radio or sound that would work well in a classroom? Tell us about it! Where would it fit on our high school, undergrad, or graduate syllabi? What activities could help students explore the concepts and materials you discuss? What examples did you have to cut, but would make great supplements in the classroom? For pieces more appropriate for graduate students, what decisions did you have to make in the development of your work that might shed light on the scholarly process for junior academics? If you’re interested, we can send you a template.  

Lessons Learned

As educators, we develop lessons that work well and we’d love to share, and we also have those lessons that well, did not really work out (and we’d still love to share). 

This column asks media educators to share the materials they use in the classroom, whether a syllabus for a graduate course or a listening exercise geared towards school-aged groups. In addition to sharing plans, clips (as allowed by copyright), assignments, and other items, we ask contributors to reflect on their experience using the material. Is the item you’re sharing a recent change you made after becoming tired of some other strategy? What age groups and topics are your materials best suited to? What tips, tricks, and suggestions can you share?

Then again, not every experiment is a success. Fortunately, failure can be a great teacher. You might also reflect on a lesson, syllabus design, listening assignment, or other activity that did not go to plan. What were you hoping to achieve, what fell short, and—most importantly—how has this reshaped your future strategies for teaching some element of sound and/or radio. In other words, this column asks authors to share their failures so we can also share their successes.


Submission Guidelines

We accept inquires and fully-drafted pieces. Word counts for all pieces should range between 750-1200 words. While minimal use of footnotes is acceptable, we prefer in-text hyperlinks for citation and resource-gathering. Images and audio-visual clips are encouraged. Please ensure that these images and clips are permissible to share. For further information or to pitch a contribution, please email us at rptfeducation@gmail.com.

About Us: The RPTF Education and Outreach Division supports the discoverability, accessibility, application, and analysis of radio and sound archives for a range of pedagogical activities. In collaboration with RPTF divisions, caucuses, and members, it sponsors events to showcase the educational uses of radio and sound collections and circulates pedagogical materials to support the integration of radio and sound sources into curricula across a range of disciplines and at all levels of instruction.

Conference Program

Thanks to all of you who have contributed to building this conference program!  We are very excited to see this come together, and look forward to seeing you in Washington in February.

This is a working draft, subject to change as we add to it.

If you see errors or have questions, please email Michele Hilmes at michele.hilmes@gmail.com.

More information, about hotels and the proposed tour of the Packard Center on Thursday, February 25, will be posted soon.

Radio Preservation Task Force Conference

Saving America’s Radio Heritage: Radio Preservation, Access, and Education

 Friday 26 February – Library of Congress, Madison Building, Washington, DC; and

Saturday 27 February – University of Maryland Center for Mass Media and Culture, Hornbake Library, College Park, MD

FRIDAY, 26 February 2015

8:30 – registration opens, Madison Building (LOC), Capitol Hill

9:00-10:30 – Opening keynote

Welcome – Michele Hilmes, University of Wisconsin-Madison

Introduction – Christopher H. Sterling, Chair, National Recording Preservation Board and Director, Radio Preservation Task Force

Keynote – Paddy Scannell, University of Michigan  

[TITLE TBA]

MORNING SESSIONS 10:45-12:15

 1) Panel: Radio and National Heritage

TBA, chair

Caroline Birdsall, University of Amsterdam “Radio History/Media Archival History

Will Chase, NPR – “Speaking with Many Voices: Rediscovering National Public Radio’s Early Broadcasts”

Chuck Howell, University of Maryland – “Vox Pop Goes to War – Radio’s “Voice of the People” During World War II”

Respondent: TBA

2) Panel: Beyond Borders: US Radio in Transnational Contexts

David Goodman, University of Melbourne, chair

Jenny Doctor, Syracuse University, “Cultural Radio in Britain and America in the Post-War Era”

David Jenneman, University of Vermont, “From Father Coughlin to Benny Goodman:The Frankfurt School as Radio Archivists”

Anne MacLennan, University of Toronto, “Crossing the Border: The Case of CBS, NBC, and Mutual Stations Outside the US”

            Respondent: TBA

3) Panel: Public Radio’s Local Heritage

TBA, chair

Karen Cariani, AAPB, “Digging into the American Archive of Public Broadcasting”

Michael Huntsberger, Linfield College, “Radio on the Frontier: Re-examining the Local Heritage of Public Radio in the Pacific Northwest.”

Julie Rogers, NPR, “Localism and National Public Radio”

Respondent: Alan Stavitsky, University of Nevada

4)  Panel: Race and Radio: Researching the Other

Darrell Newton, Salisbury University, chair

Sonja Williams, Howard University, “African-American Radio in Chicago”

Darrell Newton, “The BBC’s West Indian Programs“

Alejandra Bronfman, University of British Columbia – “The case of the Scattered Jamaican Archive”

Michael Keith, Boston University, “Researching Native American radio”

Respondent: TBA

12:15-1:30 – lunch

AFTERNOON SESSIONS 1:30-3:00

 5) Radio Pedagogy Workshop

Eric Rothenbuhler, Webster University, chair

Amanda Keeler, Marquette University, organizer

Neil Verma, Northwestern University

Cynthia Meyers, College of Mount St. Vincent

Kathy Battles, Oakland University

Jennifer Stoever, Binghamton University

            Respondent: TBA

6) Panel: Broadcasting Gender in Intimate Settings

Mary Beth Haralovich, University of Arizona, chair

 Jennifer Wang, independent scholar, “The We Say What We Think Club (1937-1957)”

Jason Loviglio, University of Maryland/Baltimore County, “Judy and Jane (1932-35)”

Catherine Martin, Boston University, “Candy Matson (NBC, 1949-1951)”

            Respondent: Brent Malin, University of Pittsburgh

 7) Panel: Radio Communities

Susan Smulyan, Brown University, chair

Christopher Terry, University of Wisconsin-Milwaukee, “Diversity Demonstrated: The Gay Perspectives Radio Program”

Elizabeth Hansen, independent scholar, “Searching for the Signal: Locating Student Radio’s Lost History”

Joseph Galluci, Pacifica Radio Archives, “Out on the Air: A History of LGBT Voices on Pacifica Radio”

Respondent: Will Floyd, Prometheus Project

8) Panel: Radio in the Public Service

TBA, chair

Joy Hayes, University of Iowa, “Sounding out the Good Neighbor Policy: Brave New  World Broadcasts and the Political Aesthetics of the New Deal”

David Goodman, University of Melbourne, “Hearing “Immigrants All”

Alex Kupfer, New York University, “Extension Programming On the Network Air: NBC’s The Land-Grant College Radio Hour”

Respondent – TBA

3:15-4:45 – Keynote Address

Introduction: Christopher H. Sterling

Sam Brylawski, University of California – Santa Barbara

Unchain Broadcasting Before It’s Lost Forever: Collaboration for Preservation”

4:45-5:00 — Brief wrap up and plans for tomorrow – Chris/Josh/Michele

SATURDAY, 27 February 2015

8:30 – Registration, Hornbake Library, University of Maryland, College Park

9-10:45 – Plenary: Radio Preservation: The State of the Nation

Sam Brylawski, chair

Alan Gevinson, LOC/American Archive of Public Broadcasting

Johanna Zorn, Third Coast International Audio Festival

Brian DeShazor, Pacifica Radio Archives

Andy Lanset, WNYC/New York Public Media

 

MORNING SESSIONS 11:00 – 12:30

 9) Workshop: Archiving from Below

Janet Wasko, University of Oregon, chair

Shawn VanCour, New York University, organizer

Mike Socolow, University of Maine

Jenny Doctor, Syracuse University

Melissa Meade, Colby/Sawyer College

Edward Brouder, independent archivist

            Discussant: TBA

10) Caucus on Caucuses

Josh Shepperd, Catholic University, Chair

Kathleen Battles — LGBT Radio

Mary Beth Haralovich — Gender and Feminist Radio

Laura Schnitker and Jennifer Waits – College, Community, and Educational Radio

Sonja Williams – African American and Civil Rights Radio

Jon Nathan Anderson – Labor Radio

Michael Stamm – Radio Journalism

Inés Casillas – Spanish Language and Bilingual Radio

David Jenneman – Sports Radio

11) Workshop: Surprising Archives/Archival Surprises

Kathy Fuller-Seeley, University of Texas at Austin, chair

Jennifer Wang, independent scholar

Bill Kirkpatrick, Denison University

Michael Henry, University of Maryland archives

David Weinstein, National Endowment for the Humanities

Christine Ehrick, University of Kentucky

Discussant:  Wendy Shay, Smithsonian Archives

12) Committee on Metadata and Digital Archiving

Cynthia Meyers, Mount St. Vincent, chair

Featured speakers:

Jeremy Morris and Andrew Bottomley, University of Wisconsin-Madison, “Saving New Sounds: What Archiving Podcasts Can Tell Us about Digital Radio History, Content, and Form”

Casey Davis and Karen Cariani, “The American Archive of Public Broadcasting”

Andy Lanset, John Passmore, Mary Kidd, “New York Public Radio/WNYC”

Discussants:

Eric Hoyt, University of Wisconsin-Madison

Jack Brighton, PBCore

Others TBA

 13) Workshop: The National Endowment for the Humanities and Funding for Radio Archive Projects

David Weinstein, Division of Public Programs, NEH

Joshua Sternfeld, Division of Preservation and Access, NEH

Jesse Johnson, Division of Preservation and Access, NEH

 14) Committee on Education and Outreach

Alison Perlman, UC-Irvine, Chair

Ross Melnick, UC-Santa Barbara

Kit Hughes, Miami University of Ohio

Thomas Doherty, Brandeis Univeresity

Mary Ann Watson, Eastern Michigan University

Nora Patterson, University of Wisconsin-Madison

Others TBA

12:30-1:30 – lunch

AFTERNOON SESSIONS   1:30-3:00

 15) Workshop: Contemporary Material Practices in Archives

TBA, chair

Neil Verma, Northwestern University, organizer

Patrick Feaster, Indiana University

Erica Dowell, Lilly Library, Indiana University

Allison Schein, Studs Terkel Radio Archive

Laura LaPlaca, Northwestern University

Derek Vaillant, University of Michigan

Discussants: TBA

16) Caucus on Gender, Feminist, and LGBT Radio

Mary Beth Haralovich, University of Arizona and Kathy Battles, Oakland University,  co-chairs

            Participants TBA

 17) Caucus on Spanish Language and Bilingual Radio

Inés Casillas, UCSB, chair

Sonia Robles, Brenau University

Monica de la Torre, Washington University

Christine Ehrick, University of Kentucky

Kathy Franz, American University

Jose Luis Ortiz Garza, Universidad Panamericana, Mexico City

Bill Crawford and Gene Fowler, Border Radio Research Institute

18) Radio Archivists Committee TBA

19) Caucus on College, Community and Educational Radio

Jennifer Waits, Radio Survivor, and Laura Schnitker, University of Maryland archives, co-chairs

Featured speakers:

Tim Brooks, independent scholar

Ken Freedman, WFMU

Brian Fauteux, University of Alberta

Felix Banel, University of Washington

Josh Shepperd, Catholic University of America

Discussants:

John Nathan Anderson, CUNY-Brooklyn

Mike Lupica – Princeton Radio

Nick Rubin – WTJU and College Radio History

Glenda Balas – University of Texas-Dallas

Elena Razlogova – Concordia University

David Suisman – University of Delaware and The Hagley Center

Kyle Barnett – Bellarmine University

Brian Gregory – Pace University

Alex Russo – Catholic University

20) Caucus on Radio Journalism

Josh Davis – University of Baltimore (Media and the Movement)

Seth Kotch – University of North Carolina (Media and the Movement)

Tom Mascaro – Bowling Green State

Victor Pickard – University of Pennsylvania

Michael Stamm – Michigan State (Caucus chair going forward)

Matt Ehrlich – University of Illinois

Ira Wagman – Carleton University

3:15-5:00 – Closing Plenary: The Job to be Done

Chris Sterling, NRPB and RPTF, chair

Gene DeAnna, Library of Congress

Gene Policinski, Newseum

Robert Horton, Chair, Archives Center, National Museum American History

Others TBA

 

 

5:00-7:00 PM            CLOSING RECEPTION

                                    Hornbake Library, University of Maryland

 

 

Guide to terminology

 

Keynotes and Plenary sessions are events that assemble the entire conference to hear a talk or discussion, and to participate in general discussion. No competing sessions are scheduled against them.

 

Panels feature 3-4 research presentations, 15 to 20 minutes in length (depending on the number of presenters on the panel) sometimes followed by remarks from a respondent, followed by general discussion.

 

Workshops are discussion-oriented sessions that feature 5-6 speakers on an overarching topic, who make 5-10 minutes presentations, followed by a general discussion.

 

Caucuses are working meetings of task force members to strategize next year’s activities and get more people involved in them.  Caucuses are organized by collecting areas:  journalism, sports, LGBT, etc.

 

Committees represent the standing RPTF committees responsible for specific tasks, like Metadata/digital cataloging, and Education and Outreach.

 

We invite all conference participants to take part in all types of sessions.

 

 

Plans shaping up for RPTF Conference

Thanks to everyone who submitted a panel or workshop proposal for the February 26-27 2016 RPTF conference, “Saving America’s Radio Heritage: Radio Preservation, Access, and Education.”

More than 130 participants are anticipated to attend, with upwards of 25 panels, workshops, and working caucus meetings scheduled over the two-day period.

Official acceptances and invitations will go out over the next two weeks.

CALL FOR PAPERS

Saving America’s Radio Heritage: Radio Preservation, Access, and Education

A conference sponsored by the Radio Preservation Task force, in cooperation with the Library of Congress and Special Collections in Mass Media and Culture at the University of Maryland, College Park

26-27 February 2016, Washington, DC

In order to consolidate and advance the efforts of the RPTF to preserve American radio’s scattered and endangered radio heritage, particularly focusing on local, public, community and non-profit radio, the conference will bring together radio scholars, archivists, and curators to celebrate radio’s history and cultural impact, to discuss ongoing issues, and to plan for the next stage of our task force activities.

KEYNOTE SPEAKERS

Paddy Scannell, Professor of Communication Studies at the University of Michigan, founding editor of Media, Culture and Society and author of A Social History of British Broadcasting, 1922-1939, among many other books and articles.

Sam Brylawski, co-director of the American Discography Project at the University of California, Santa Barbara and editor of UCSB’s Discography of American Historical Recordings. Former head of the Library of Congress Recorded Sound Section.

CALL FOR PAPERS

We invite task force members, and those interested in getting involved with RPTF activities, to submit paper proposals on topics central to the task of radio preservation, history, and archiving such as:

— radio and national heritage

— campus and community radio in American culture

— local radio preservation

— public radio history

— the politics of radio archives

— history, aesthetics, and the archive

— educational radio history

— advocacy, social movements, and radio

— civil rights and radio

— identity, language, and radio

— intellectual property, copyright, and fair use

— digital tools, access, and education

We also welcome ideas for participatory workshop presentations on applied topics such as:

— funding sources for radio preservation and archiving

— ongoing preservation projects and the challenges facing them

— working with metadata

— radio’s role in cultural institutions: museums, libraries, educational exhibits

— under-recognized collecting areas: sports broadcasting, radio advertising, minority radio, non-English-language radio, etc.

— the digital challenge for radio archives and institutions

— teaching America’s radio heritage

Please submit your proposals to Michele Hilmes at mhilmes@wisc.edu NO LATER THAN OCTOBER 5. Proposals should include an abstract (maximum 250 words), a brief bio, and contact information in an attached Word/pdf document.

FUNDING

We are committed to recognizing the work that members of the task force have contributed over the last two years by providing some funding to all of those on the task force who actively participate in the conference. Funds are limited, so we hope that those who can obtain travel funding from their home institutions will do so; we will offer you a $200 honorarium (also for those located in the DC area). If you do not have access to travel funding, we will attempt to cover as much of your costs as we can, up to $500 depending on distance traveled.

WHERE

Friday’s meetings will be held at the Library of Congress’s Madison Building on Capitol Hill. Saturday’s sessions will be held at the Hornbake Library Special Collections in Mass Media and Culture center at the University of Maryland’s College Park campus.

EXTRA ADDED ATTRACTION!

If enough attendees are interested, on Thursday, February 25th we will offer a day long field trip to the Library of Congress’s Packard Center located in Culpeper, VA, about an hour south of Washington. This striking state-of-the art facility houses the Library’s audio and video collections, as well as its extensive motion picture holdings. It is not generally open to the public.

CONFERENCE PLANNING TEAM

Michele Hilmes, recently retired from the University of Wisconsin-Madison, chairs this two day event. She has been assisted by Josh Shepperd of Catholic University and Chris Sterling of George Washington University, both in Washington, DC.

The program board consists of Susan Smulyan, Brown University; Alex Russo, Catholic University; Dolores Inés Casillas, UC-Santa Barbara; Neil Verma, Northwestern University; and Chuck Howell, Laura Schnitker, and Mike Henry of Special Collections in Mass Media and Culture, University of Maryland.

QUESTIONS: Contact Michele Hilmes, mhilmes@wisc.edu.