I will be on vacation for the next couple weeks, and will resume posting when I return. Enjoy the rest of March!
Associate Editor (4018U)
The University of California, Berkeley, is one of the world’s most iconic teaching and research institutions. Since 1868, Berkeley has fueled a perpetual renaissance, generating unparalleled intellectual, economic and social value in California, the United States and the world. Berkeley’s culture of openness, freedom and acceptance—academic and artistic, political and cultural—make it a very special place for students, faculty and staff.
Berkeley is committed to hiring and developing staff who want to work in a high performing culture that supports the outstanding work of our faculty and students. In deciding whether to apply for a staff position at Berkeley, candidates are strongly encouraged to consider the alignment of the Berkeley Workplace Culture with their potential for success at http://jobs.berkeley.edu/why-berkeley.html.
Application Review Date
The First Review Date for this job is: 03/01/2019
Located in the midst of the Mark Twain Papers in The Bancroft Library, the Mark Twain Project is a longstanding, distinguished scholarly undertaking which is creating a comprehensive scholarly edition of Mark Twain’s writings, including all of his letters, notebooks, and unpublished manuscripts, as well as his published journalism and literary works. Before 2007 all editions were published as printed books. Since 2007 we have been building an electronic edition of these writings, http://www.marktwainproject.org, which draws upon the Web’s strengths of search, organization, and display.
• Researches, writes, edits, and checks for accuracy texts, textual apparatuses, explanatory notes, and other documentation (maps, charts, schedules, and lists) for a variety of purposes, including publication in books, on the Web, and in internally accessed databases. Applies a mastery of both subject matter (Mark Twain’s life and writings, nineteenth-century American history and literature) and Project specific editorial standards and modern textual theory. Assignments may include writing parts of individual editorial content, grant proposals, articles for publication, briefing materials, talking points, press releases, web sites and site content.
• Determines content and sources for publications and written work, conducts research with multiple and sometimes conflicting sources, decides how a text by Mark Twain should read based on that research, and ensures accuracy, clarity and sound judgment in establishing such a text and its technical apparatus.
• Consults with and advises scholars seeking help in solving their problems searching Mark Twain.
• May edit and oversee design and production of a variety of print and online material.
• May develop publications or web sites to meet communication needs.
• Assesses submitted manuscripts and recommends materials to be published, including working with nonresident authors on developing material for publication.
• May oversee or lead staff; hire, assign, and oversee freelance staff.
• May respond to media inquiries, directing reporters to campus media relations officers and other subject matter experts as appropriate
• Masters degree in related area (e.g. American literature, history) and/or equivalent experience/training. Ph.D. is preferred.
• Advanced knowledge of the fundamentals of writing, grammar, syntax, style, and punctuation and advanced skills in writing clearly and effectively for both scholarly audiences and the broader public.
• Advanced knowledge of appropriate editorial style and publication guidelines.
• Some knowledge of and/or ability to quickly learn computer applications for writing, editing, publishing, image handling, and/or web production, especially XML-based workflows.
• Advanced research and fact verification skills.
• Good interpersonal communications skills, including active listening and effective collaboration skills.
• Thorough analytical and critical thinking skills.
• Ability of maintain absolute confidentiality.
• Familiarity with library metadata.
• Experience with transcribing manuscripts.
• Experience with devising and running unit and system tests.
• A keen eye for proofreading and copy-editing.
Salary & Benefits
$69,000.00 – $105,200.00 annual
For information on the comprehensive benefits package offered by the University visit:
How to Apply
All applicants should submit a writing sample with their application.
Please submit your sample, cover letter and resume as a single attachment when applying.
Conviction History Background
This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check.
Equal Employment Opportunity
The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. For more information about your rights as an applicant see: http://www.eeoc.gov/employers/upload/poster_screen_reader_optimized.pdf
For the complete University of California nondiscrimination and affirmative action policy see:
To apply, visit https://apptrkr.com/1399319
This call doesn’t specifically mention archives, but is definitely applicable.
Call for Article Submissions
The Scholarship of Teaching & Learning, Innovative Pedagogy (SoTL-IP) journal invites submissions for Volume 2.
SoTL-IP is an interdisciplinary peer-reviewed journal of discovery, reflection, and evidence-based higher education teaching/learning methods and research, focusing on innovative pedagogy.
Topics of interest:
- Adaptations in instruction
- Interdisciplinary programs
- Experimental/accidental SoTL
- Information literacy/metaliteracy
- Instructional design
- Integration thinking
- New educational partnerships
- Open educational resources and open pedagogy
Submissions are due Friday, May 31st, 2019. All are welcome to submit.
To check out Volume 1 and to get more information on submission procedures, please visit this website: digitalcommons.humboldt.edu/sotl_ip/
We look forward to hearing from you.
Humboldt State University Press
This is a call for submissions to the next issue (July-September 2019) of the Journal of Archival Organization. Articles must be submitted by April 30 to be considered.
JAO is an international, peer-reviewed journal published by Taylor & Francis-see www.tandfonline.com/toc/wjao20/current for more information.
While the major focus of the journal is the arrangement, description and provision of access to all forms of archival materials, we also welcome articles that include, but are not limited to the following topics:
- User experience design (UXD)
- Non-traditional archival description/discovery methods (e.g., information visualization)
- Archival implications for the discussion of information ethics (ACC)
- Diversity, inclusion, liberated archives
- Social media – how can it be collected, organized, displayed to/used by patrons, metadata implications for, etc.
- “Fake news” – Archival response to and responsibilities for; metadata implications, etc.
For new writers:
Members of our editorial board will provide mentoring and advice if you have a presentation, poster session, or other work that you feel would make an interesting article.
Please submit articles directly through the journal’s editorial manager system www.editorialmanager.com/wjao/default.aspx
Article queries or questions about mentoring new writers may be sent to the Editor, Marta Mestrovic Deyrup [Marta.Deyrup@shu.edu].
The Society of Florida Archivists Journal (SFAJ) seeks articles that foster exciting conversations about progressive archival approaches and best practices in the state of Florida and beyond. Submissions that explore current developments, shared challenges, and untapped opportunities in archives, records management, and the curatorial sciences are encouraged for SFAJ vol. 2, no. 1 (2019).
Individual and co-authors are encouraged to submit works including, but not limited to: research papers, case studies, presentation proceedings, literature reviews, book and tool reviews, reflective essays, and works in progress. For more information about the mission, focus, and scope of the publication, visit the SFAJ website.
SFAJ is a peer-reviewed, open access, fully online publication with a rolling submission policy. Prospective authors are asked to review the journal guidelines prior to submitting articles and reviews. Inquiries, proposals, and all other communications should be sent directly to the journal’s editors at email@example.com.
The inaugural issue of the Society of Florida Archivists Journal (SFAJ) debuted December 2018. Volume 1, number 1 is available online on the Journal’s website.
Co-editors, Charlotte Nunes (Lafayette College Libraries) and Andi Gustavson (Harry Ransom Center, The University of Texas at Austin)
We seek abstract proposals for contributions to an edited collection exploring how archives-based undergraduate pedagogy transforms the institutional authority of the archive. We are proposing the collection to the peer-reviewed, open-access, digitally-native Lever Press in association with Fulcrum, a scholarly communications platform that allows for flexible multimedia research publication. As such, we welcome contributions that may involve multiple media formats.
This edited collection will include perspectives from educators, archivists (both community- and institutionally-affiliated), and undergraduates involved in efforts to deconstruct and transform the institutional authority of the archive. We will examine how these efforts and the evolving core values of higher education mutually influence each other. How can emergent best practices in community-based digital archiving inform productive shifts in undergraduate pedagogy? How can we transform our pedagogy to better prepare students to ethically engage with the digital archives they encounter and create? And how can these transformations newly express the core values of higher education?
We seek contributions that frame archives-based pedagogy in terms of opportunities for students to find value in difference, seek equity, and practice collaboration. Contributions might touch on:
strategies for exposing students to critical debates in the archives field about access and discovery, community-led archiving, redescription efforts, metadata standards, deaccessioning protocols, etc.
practices to encourage critical engagement with the ethical challenges posed by working with digital archives: where are the gaps and absences in the digital record, what are the barriers to access, and what are the potential gains and risks of placing primary sources in digital environments?
projects that read archives against the grain in order to highlight perspectives that have not historically been centered in collection-building, but that are very much present in the archives.
collaborations to build more comprehensive collections where gaps and silences exist.
challenges and opportunities presented by the digital realm, which reduces barriers to access in some areas while raising new barriers in others.
Other topics contributors might address include (but are not limited to):
Postcustodial archives and pedagogy
Trauma-informed pedagogy and approaches to teaching and building digital archives that reflect histories of violence
Critical data modeling of archival collections
Teaching computational methods to surface patterns at scale in digital archival collections; “collections as data”
Building sustainable collaborations between classrooms and community partners that extend beyond the single term
The rights of student collaborators on public-facing digital archival projects
Challenges and opportunities for students learning in new digital environments
Contributions will be prioritized for inclusion that include perspectives from current or former undergraduate collaborators, or that include these collaborators as co-authors. Please send 300-500 word abstracts to co-editors Charlotte Nunes (firstname.lastname@example.org) and Andi Gustavson (email@example.com). Review of abstracts will begin April 1, 2019.
See also our MLA 2020 Special Session CFP, Transformative Archives-Based Pedagogy, deadline March 18, 2019.