New/Recent Publications


Archiving Cultures, Heritage, Community and the Making of Records and Memory, by Jeannette A. Bastian (Routledge, March 2023).

The Sunday Paper: A Media History. 
Paul S. Moore, Sandra Gabriele. Urbana: University of Illinois Press, 2022

Moroccan Other-Archives: History and Citizenship after State Violence
Brahim El Guabli (Fordham University Press, 2023)


Kaspar Beelen, Jon Lawrence, Daniel C S Wilson, David Beavan, Bias and representativeness in digitized newspaper collections: Introducing the environmental scan, Digital Scholarship in the Humanities, Volume 38, Issue 1, April 2023, Pages 1–22,

Lucia Giagnolini, Marilena Daquino, Francesca Mambelli, Francesca Tomasi, Exploratory methods for relation discovery in archival data, Digital Scholarship in the Humanities, Volume 38, Issue 1, April 2023, Pages 111–126,

Patricia Martin-Rodilla, Cesar Gonzalez-Perez, Same text, same discourse? Empirical validation of a discourse analysis methodology for cultural heritage, Digital Scholarship in the Humanities, Volume 38, Issue 1, April 2023, Pages 224–239,

Ana Roeschley, “Symbiosis or friction: Understanding participant motivations for information sharing and institutional goals in participatory archive initiatives,” Journal of Librarianship and Information Science, 2023.

Menhour, H., Şahin, H. B., Sarıkaya, R. N., Aktaş, M., Sağlam, R., Ekinci, E., & Eken, S. (2023). Searchable Turkish OCRed historical newspaper collection 1928–1942. Journal of Information Science49(2), 335–347.

Diulio, M. de la P., Gardey, J. C., Gomez, A. F., & Garrido, A. (2023). Usability of data-oriented user interfaces for cultural heritage: A systematic mapping study. Journal of Information Science49(2), 359–372.

He, Y., & Chen, Z. (2023). Mass aesthetic changes in the context of the development of world museums. Journal of Information Science, 49(2), 519–528.

Pacios, A. R., & Martínez-Cardama, S. (2023). Transparency in Spanish archive and library websites: A comparative study. Journal of Librarianship and Information Science55(1), 99–110.

Tyagi, S. (2023). Preservation and conservation of indigenous manuscripts. IFLA Journal49(1), 143–156.

Li, Rankang, et al. “Text Detection Model for Historical Documents Using CNN and MSER,” Journal of Database Management (JDM) 34, no.1: 1-23.


Robert C. Schwaller, ed. African Maroons in Sixteenth-Century Panama: A History in Documents. Norman: University of Oklahoma Press, 2021. xvii + 285 pp. $34.95 (paper), ISBN 978-0-8061-6933-0.
Reviewed by Daniel Nemser (University of Michigan)

Call For Papers: Federal Writers’ Project

Call for papers – Proposed volume

Working through the Federal Writers’ Project: Labor, Place, Archive, and Representation

deadline for submissions: May 31, 2023

This proposed volume of interdisciplinary essays reexamines the New Deal era’s Federal Writers’ Project (FWP) as a labor project. We are working with a publisher to feature this book, Working through the Federal Writers’ Project: Labor, Place, Archive, and Representation, as part of a potential series on the FWP,  on the burgeoning field of FWP studies, and on how FWP studies fits in the larger framework of labor studies. Labor, in this sense, is not a narrow category. It encompasses trade unions, working conditions, labor power, political economy, and the everyday reality of working lives. Identification with labor enabled FWP writers to take a perspective on figures in a landscape that otherwise went unnoticed–men and women, some of them the formerly enslaved, working across industrial, agricultural, and domestic sectors. Instead of treating those figures as objects, many FWP writers promoted them as subjects, makers of democracy in a world threatened then, as now, by the rise of fascism. Many writers in the FWP exchanged revolutionary ideas about anti-racist and pro-labor struggles, creating a body of literature that depicts the diversity of American life while revealing the faultlines of U.S. racism and class division.

We invite examinations of the FWP archives and life histories housed at the Library of Congress as well as the American Guide Series and literary works by federal writers that consider these primary texts through the lens of labor. How did the FWP capture the voices of working people, both men and women? In what ways did the FWP provide emerging writers, including Black, female, and working-class writers, an opportunity to publish? In what ways did the FWP tacitly elicit stories of work that celebrated narratives of endurance and agency? How did the FWP and its writers navigate and/or embrace anti-racist and pro-labor struggles in the project? 

Finally, reexamining the FWP as a labor project suggests a parallel between the 1930s and our own moment, in which capitalists squeeze value from the precariously underemployed and overworked. The realities of unpaid/unrecognized labor, including dependent-care/family care and domestic work (either for hire or not), invites a consideration of future representations of work and worker’s lives, particularly given the renewed struggle for unionization and emerging multiracial class solidarity today. 

The editors invite proposals (200-400 word abstracts) for chapters in the range of 5000-7000 words from scholars of American studies, working-class studies, U.S. labor history, ethnic studies, composition studies, and any others that intersect with the study of the FWP. 

For a fuller description of the CFP, please see’-project-labor-place-archive-and-representation


  • for chapter proposals: May 31, 2023
  • for full chapter submission: September 15, 2023

Send queries and proposals to the co-editors Maureen Curtin and Michele Fazio at

CFP: “Students in the Archives: Archival Pedagogy in Practice” Edited Collection

Heather Fox & Amanda Stuckey

In early 2020, we developed a pedagogy-driven digital humanities site to feature pedagogical approaches to archival research and teaching. Prompted by Barbara Biesecker’s premise that “whatever else the archive may be, it always already is . . . our collective invention of us and of it” (2015, 156), this site was designed to investigate the collaborative relationships that archival research and pedagogy engender. As life-long learners, we are all “students” in the archives, and our collaborations have the potential to reshape an archive’s narrative and the methods we bring to it. Drawing upon this initiative, alongside a decade of pedagogical and scholarly collaborations, we are compiling contributions for an edited collection–“Students in the Archives: Archival Pedagogy in Practice”–to connect conversations between teacher-scholars across disciplines, grade levels, and learning spaces. Since archivist Ken Osborne’s 1980s call to integrate archival sources in the classroom, educators have sought to connect how we research and how we teach.

This volume takes a broad view of what it means to be a “student in the archives,” expanding upon and/or complicating previously published archival pedagogy collections like Lori Ostergaard and Henrietta Rix Wood’s In the Archives of Composition: Writing and Rhetoric in High Schools and Normal Schools (U of Pittsburgh P, 2015), Sarah Robbins’s Learning Legacies: Archive to Action through Women’s Cross-Cultural Teaching (U of Michigan P, 2017), Nancy Bartlett’s Teaching Undergraduates with Archives (Maize Books, 2019), and Tarez Samara Grabin and Wendy Hayden’s Teaching through the Archives: Text, Collaboration, and Activism (Southern Illinois UP, 2022). This collection aims to bring together assignments, curriculum design, and practices that illuminate the intersection of archival research and pedagogy.

“Students in the Archives: Archival Pedagogy in Practice” situates collaborative archival relationships within and outside of the academy as sustainable teaching and learning practices across disciplines, grade levels, and types of learning spaces. We envision it as a resource, record, and theorization of archival explorations through pedagogy, written by scholars, archivists, librarians, and educators whose work furthers an understanding of how engagements with collected materials shape pedagogy. Contributions to this collection will prioritize students’ inquiries, discoveries, frustrations, and overall engagements with archives. Reproductions of assignments that demonstrate archival pedagogical strategies are welcome to accompany chapters. This edited volume is intended for presses publishing archival pedagogy collections, such as Southern Illinois University Press, University of Michigan’s Maize Books, University of Pittsburgh Press, or Routledge’s Studies in Archives series. It is planned for publication in

Possible topics include but are not limited to:

  • University classroom pedagogy projects, including recovery projects that involve
  • students
  • Undergraduate archival research and/or faculty-student collaborations
  • K-12 classroom integrations
  • Accessibility/equity issues related to archival pedagogy across digital and non-digital
  • sources
  • Collaborations across libraries, educators, students, and/or communities
  • Interdisciplinary archive-based projects
  • Histories of pedagogical spaces that include archival research
  • Teaching historically marginalized voices through archival sources
  • How archival research and teaching supports inclusive approaches to pedagogy
  • Students’ reckonings with archival absences and silences in archives

Please submit abstracts (250-500 words) and brief biographies (100 words) to Dr. Amanda Stuckey ( and Dr. Heather Fox ( by March 17, 2023. Co-authored submissions are welcome. If accepted, completed chapters of 6,000-10,000 words will be due in Summer 2024.

CFP: Information, Power, and Reproductive Health

Call for Chapter Proposals

Working Title: Information, Power, and Reproductive Health
Editors: Gina Schlesselman-Tarango (Des Moines University); Alanna Aiko Moore (University of California, San Diego); Renée Ann Rau (University of Southern California)
Submission Deadline: April 1, 2023
Publisher: Library Juice Press

Book Description

Information, Power, and Reproductive Health will encourage readers to explore the inextricable intersection of reproductive health information and power. Rooted in a framework of reproductive justice, it will explore the ways in which power plays a central role in how reproductive health information is created, controlled, withheld, and shared. Deeply entrenched ideologies about which bodies are deserving or undeserving of reproductive care, which facets of reproductive life are worthy of research, which issues are taboo or frequently dismissed, and how to control bodies considered unruly all affect what health information is easily accessible or perhaps hidden from those who need it. Legislative, bureaucratic, medical-scientific, economic, and familial systems and structures shape reproductive health information, and framing information production and consumption as a social act can help us to trace these structural and ideological forces in the reproductive health landscape and locate transgressive sites of information sharing that speak back to power. Chapters will address the continued and more-urgent-than-ever interest in reproductive health, feminism(s), womanism, critical theory, and praxis in librarianship and information studies. We aim to develop an essential volume for librarians, healthcare practitioners, academics, advocates, and activists involved in the study of or street-level organizing around reproductive health in this critical era of reproductive crisis.

We seek proposals that demonstrate a substantive exploration of power and intersectionality, with attention to race, gender, sexuality, class, (dis)ability, and the like. We welcome all genres, from empirical research and critical analysis to personal narrative and autoethnography (and everything in between).

We welcome submissions from first-time authors and authors working outside academia. In the spirit of community, contributors will have the opportunity to be in regular contact with editors and with each other throughout the writing and publication process. Authors will also have the opportunity to both review and have their work reviewed by fellow contributors.

Potential Topics Include (but are not limited to)

  • The history of reproductive health information. For example:
    • Archival or library holdings
    • Close readings of historically influential resources
    • Lasting impacts of absent, erroneous, or discriminatory reproductive health information
    • Underground information-sharing networks of the past
  • The reproductive body, information, and the state. For example:
    • Information in relation to biopower, population control, or pronatalism
    • Forced hysterectomies/sterilization
    • Government records
    • Legislation
    • Funding for reproductive health research
    • Various forms of state and corporate surveillance (e.g., period tracking apps)
  • Reproductive health information and medical institutions. For example:
    • Medical records and medical classification
    • Pathologized bodies
    • Patient consent and information sharing
    • Medicalization of queer bodies
    • Medical technologies, fertility treatments, and assisted reproductive technology
    • Cultural competence and information sharing
    • Marginalized communities’ relationship(s) to the medical establishment
    • Capitalism/neoliberalism/racism/classism, etc., in medical institutions
  • Health information and the taboo reproductive body. For example:
    • Deviations from the “normal” or “healthy” or “fertile” body
    • Heteronormative ideas regarding reproduction and parenthood
    • Reproductive information for people with disabilities or otherwise “unruly” bodies
    • Libraries providing access to “taboo” reproductive information and resources (e.g., tampons/pads, condoms, materials on menopause)
    • Access to reproductive health information for non-normative or queer individuals or families
  • Taking control of reproductive health information post-Roe. For example:
    • Library and archival collections, services, and resources
    • (Radical) reproductive justice as information practice
    • Narrative medicine and storytelling
    • Zines and graphic medicine
    • Social media and information sharing
    • Underground information-sharing networks

Important Dates and Anticipated Timeline (subject to change)

  • Office hour: March 1, 2023, 10:00 – 11:00 am PST. Join the Information, Power, and Reproductive Health editorial team for an informal office hour. Pop in to say hi and ask us your questions about the call for proposals.
  • Proposal due date: April 1, 2023
  • Notification of acceptance: May 1, 2023
  • First draft due: September 1, 2023
  • Anticipated publication date: 2025

How to Submit

Submit chapter proposals and brief author bio(s). Proposals should not exceed 500 words.

Due to the political climate and nature of the collection’s subject matter, we respect that some contributors might choose to publish anonymously or using a pseudonym. If you have questions or concerns, please contact us at info.power.rephealth (at) gmail (dot) com:

About the Editors

Gina Schlesselman-Tarango (she/her) is a health sciences librarian at Des Moines University. She holds an undergraduate degree in Sociology/Anthropology from Drake University, a masters of Social Science with an emphasis on Women’s and Gender Studies from the University of Colorado Denver, and a masters of Library Science from the University of Denver. Her research interests include race and gender in librarianship, critical information literacy and peer learning in higher education, and the intersections of reproductive labor and information work. She is the editor of Topographies of Whiteness: Mapping Whiteness in LIS (Library Juice Press, 2017), has served as a journal editor and reviewer, authored peer-reviewed articles and book chapters, and presented at numerous library science, gender studies, and higher education venues. She lives in Iowa with her people, cats, and chickens, and is a doula-in-training.

Alanna Aiko Moore is the Librarian for Sociology, Ethnic Studies, and Critical Gender Studies at the University of California, San Diego. Alanna holds a bachelor of arts in Sociology/Anthropology and Gender Studies from Lewis and Clark College in Portland, OR, and a master’s of Library and Information Science from Dominican University. Alanna has published book chapters and articles on queer parenting, cross cultural mentoring, emotional labor, activism, and issues affecting women of color librarians. She has worked in academic libraries for over 15 years and has presented at numerous conferences and organizations. Before librarianship, she worked at social justice-centered non-profits and community organizations.

Renée A. Rau is an Information Services Librarian at University of Southern California’s Norris Medical Library and the liaison to the Keck School of Medicine. She earned a Master of Library and Information Science (MLIS) degree at San José State University (SJSU), in 2020. In 2017, she earned an MA in 20th-century United States history, specializing in women’s and gender history, from Washington State University (WSU). Her current research interests include: Evidence Based Practice and information literacy instruction; Graphic Medicine and health humanities; and diversity, equity, and inclusion in health sciences librarianship.

CFP: Censorship Is a Drag: LGBTQ Materials and Programming Under Siege in Libraries

This call does not specifically mention archives, but it is an opportunity to integrate archives into the discussion.

Call for Chapter Proposals

Working Title: Censorship Is a Drag: LGBTQ Materials and Programming Under Siege in Libraries
Editors: Jason D. Phillips and Jordan Ruud
Submission Deadline: April 1, 2023
Publisher: Library Juice Press

Book Description: Libraries, long tasked with defending intellectual freedom, find themselves under siege with threats of censorship for carrying gender/sexuality-related materials or holding LGBTQ-related events. Efforts to censor materials and control programming arguably threaten to have a chilling effect on libraries’ ability to carry out their core missions. We are soliciting contributions from across the library ecosystem exploring the significance of these threats and how librarians have responded, offering an intellectual and practical toolkit, in tandem with lessons with experience, to help libraries make their way through this new intellectual climate.

Topics under consideration might include:

  • Censorship of programming
  • Censorship of materials at any point in the acquisitions cycle
  • Preemptive caution (anticipation of censorship struggles) exerting a chilling effect on intellectual freedom
  • How classification can impede discoverability of controversial materials: “bibliographic invisibility”
  • Visibility of LGBTQ topics in displays
  • LGBTQ YA/children’s lit and its curricular role
  • Safe spaces for digital scholarship
  • The role and inclusion of LGBTQ materials, services, and outreach
  • Responsive collection development policy to address potential challenges
  • Administrative interference (campus, school, or public)
  • Workplace protections for LGBTQ personnel or those involved in LGBTQ
    collection development/programming
  • Information barriers creating a non-inclusive environment
  • Building design as a barrier to vulnerable populations (trans people)
  • Impact of LGBTQ materials and/or programming on student retention/mental health
  • The erosion of tenure as a threat to protection of intellectual freedom
  • Reflection on the role of LGBTQ materials as part of a collection, and as an aspect of overall library/campus DEI strategies
  • Politicization of library funding

We welcome contributions discussing specific situations, and also reflections of a more general nature on the importance of, and threats to, intellectual freedom.

We ask authors interested in contributing to submit a proposal or abstract in our submission form:


  • April 1, 2023: abstracts due
  • April 30, 2023: notification of acceptance
  • September 1, 2023: drafts due
  • December 1, 2023: final revisions due
  • December 31, 2023: final submission of manuscript

Questions: If you have questions, please feel free to ask the editors: Jason D. Phillips (he/him) and Jordan Ruud (he/him)

New Publications

Museum Management: Opportunities and Threats for Successful Museums (Arts, Research, Innovation and Society).
Milan Jan. Půček, František. Ochrana, Michal. Plaček
Springer, 2022

Technology and the Historian: Transformations in the Digital Age
Crymble, A.
Urbana: University of Illinois Press, 2021

Copyright and Streaming Audiovisual Content in the US Context
Danielle Cooper and Katherine Klosek
Association of Research Libraries (ARL) and Ithaka S+R, 2023

Scoping Skills and Developing Training Programme for Managing Repository Services in Cultural Heritage Organisations
Holt, Ilkay; Miles, Susan; Marples, Alice; Kaur, Kirrn; Cope, Jez
British Library, 2022

Bernasconi, E., Ceriani, M., Mecella, M. et al. Design, realization, and user evaluation of the ARCA system for exploring a digital library. Int J Digit Libr (2022).

Copyright and Streaming Audiovisual Content in the US Context
Danielle Miriam Cooper, Katherine Klosek
ITHAKA S+R, 2023

A*CENSUS II: Archives Administrators Survey
Makala Skinner
ITHAKA S+R, 2023

The Digital Decisive Moment: Transformative Digitization Practices
Margot Note
Lucidea, 2023

Libraries, Archives, and Museums in Transition: Changes, Challenges, and Convergence in a Scandinavian Perspective
Edited By Casper Hvenegaard Rasmussen, Kerstin Rydbeck, Håkon Larsen
Routledge, 2023

Amanda Furiasse, “Sailing on Encrypted Seas: The Archive and Digital Memory in African and Diasporic Futurism,” Journal of Cultural Analytics Vol. 7, Issue 4, 2022.

Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning
Clare Withers, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster.
Association of College and Research Libraries, 2022

CFP: How to Work with Academic Faculty: Partnerships, Collaborations, and Services in the Academic Library (ACRL Book Proposal)

Though this call doesn’t specifically mention archives, the topics are directly related to academic archivists.


  • Amy Dye-Reeves, Associate Education and History Librarian, Texas Tech University, Lubbock, Texas, USA
  • Erica Watson, Electronic and Technical Services Librarian, Contra Costa College, California, USA
  • Published: Association of College & Research Libraries


We are excited to invite chapter proposals for our forthcoming ACRL book, How to Work with Academic Faculty ), with an anticipated publication date of summer 2025. This edited volume aims to help readers provide support and innovation when working with academic faculty in physical and online spaces. The book will focus on case studies that support collegiality and collaboration. Each section will contain case studies the reader can incorporate based on the size of one’s campus. We welcome creativity and innovative approaches to library collaboration. 

We seek case studies representing all types of institutions and focusing on implications for the future of academic libraries as agenda for change. Case studies featuring empirical research and alternative ways of knowing would be particularly welcome. 

Target Audience:

The editors seek submissions from new to veteran library professionals currently working (or who previously worked) at all-size institutions. We also welcome suggestions from other higher education disciplines and departments.

Objective and Focus:

This volume aims to share narratives from all-size institutions, from varied library staff perspectives (librarians, para-professionals, library techs) that work directly with academic faculty, on campus, and virtually. Chapters should include planning for change and effective communication with faculty; some questions for inspiration might consist of:

  • Have you ever experienced telling your faculty about discontinuing services due to budgetary restrictions? How would you approach it now?
  • Are you stirring the boat when it comes to technology? How can we work with faculty members to map out a plan to meet their needs?
  • Have you ever experienced crickets when it comes time to collaborate on a workshop or instructional session with a faculty member? What are your next steps? 

Book Sections – We invite proposals on non-exclusive topics, focusing on faculty and librarian collaboration. 

Chapter Layout: 

  • Introduction: Literature Review- Overview of the current landscapes of academic librarian collaboration with faculty members
  • Section 1: Instruction
  • Section 2: Collection Development
  • Section 3: Outreach and Engagement Programming Efforts
  • Section 4: Technology 
  • Section 5: Professional Development/Trainings/Workshops

Each submission will contain background information, goals and objectives, collaboration outcomes, program assessment, and takeaways to give readers practical application steps and generate new ideas for their programs.

Submit your proposal:

The form will require the following:

  • Author names, job titles, emails, and institutional affiliations
  • A working chapter title
  • An abstract of up to 500 words
  • Link to a current CV or list of publication


  • February 28, 2023: Chapter proposals due
  • April 6, 2023: Authors notified of acceptance of chapter proposals
  • July 10, 2023: Chapter drafts due
  • Late September 2023: Chapter drafts returned to authors for revisions

For all inquiries and submissions, please contact the editors at

Call for Proposals: Archives and Primary Source Handbook Deadline Extended to February 14th

Please see the call for proposals below and the deadline to submit has been extended to February 14th!

Working Title: Archives and Primary Source Handbook, open-access textbook published via New Prairie Press, a unit of Kansas State University Libraries, on the Pressbooks platform

Edited by: Veronica Denison, Digital Archivist and Special Collections Librarian, Rhode Island College, Sara K. Kearns, Professor and Academic Services Librarian, Kansas State University, Ryan Leimkuehler, University Archivist, Kansas State University, and Irina Rogova, Digital Resources Archivist, Kansas State University

Please send questions to the editors: Sara K. Kearns; Irina Rogova; Veronica Denison; Ryan Leimkuehler

Link to Form:

Librarians, archivists, and educators are invited to submit chapter proposals for a peer-reviewed open-access textbook for university level students and continuing learners handling archival and primary source materials. The textbook will be divided in two sections. The first explores the myriad of primary and archival sources that students and researchers may encounter in archives, museums, and other cultural heritage institutions. Encyclopedia style outlines or lesson plans dealing with a variety of formats are encouraged. The second section will be a collection of pedagogical content for educators to implement in classes or outreach experiences, focusing on specific skills and tools and/or teaching in different learning environments. Submissions that explore working with materials related to marginalized groups or content that addresses accessibility accommodations are especially sought. Volunteer reviewers are also sought, and those submitting chapters will be encouraged to review as well. 

View the full call for submissions here.

We invite chapters for the following sections and categories (please do not feel limited by suggested topics):

Section 1: Reading, handling, and contextualizing primary source materials.

We seek two types of chapters in this section:

  1. General reference overview that outlines key concepts that would help a learner engage with the format. Consider this the – “my students are working with newspapers today, what foundational information should they know about newspapers before we start handling and reading them?” section. Anticipated length: 500-3000 words.
  2. Lesson plans focused on a specific source, or sources. Our goal is to either embed digital representation of sources discussed in the textbook or link out to them.  The source should be publicly accessible. These lessons should include an introduction that contextualizes the source and includes citations. Anticipated length: 1000-3000 words.

Types of formats we would like to explore include, but are not limited to:

  • Documents
  • Languages
  • Photographs
  • Film/video
  • Music
  • Oral histories
  • Material culture
  • Textiles

Section 2: How to Teach

These chapters are written for the educator and intended to help identify pedagogical and practical approaches to teaching with primary sources. Anticipated length: 750-2000 words.

Types of content include, but is not limited to:

Virtual Instruction

  • Teaching instruction sessions online
  • Plugins or software
  • Tools and equipment
  • Asynchronous

In Person

  • Hands-on
  • Group projects
  • Small classes
  • Large classes
  • It’s a tour, but interactive!
  • You have 30 minutes notice


  • Teaching with digital objects
  • Teaching people how to digitize
  • Teaching how to preserve born digital sources

 Proposal Instructions

Please submit a chapter proposal (250-500 words) for consideration by February 1, 2023. Anticipated chapter submission deadline of May 31, 2023

Schedule for Publication

  • Proposals close by February 14, 2023
  • Chapter outlines sent to editors for review by mid February
  • Chapter draft due May 31, 2023
  • Editor reviews completed by end of August, 2023 and contributors informed of any outstanding issues
  • Final draft published January 2024

Call for Expressions of Interest: The Bloomsbury Oral History Handbook

Co-editors Alistair ThomsonAlexander Freund, and Erin Jessee are inviting expressions of interest to contribute chapters to the forthcoming Bloomsbury Oral History Handbook.The Handbook is a substantial English-language volume of approximately 25 essays written by oral historians from around the world and speaking to the practice of oral history in different international contexts. The book will offer an international overview of contemporary oral history theory and practice. It is primarily intended as a scholarly work for academics, postgraduate researchers and advanced level undergraduates, while also being of interest to oral historians working outside the academy.

We are looking for chapters (7500 words) that speak to the following topics:

·Thematic interpretation of interview sets

·Explores how oral historians develop social and historical interpretations using sets of oral history interviews, in combination with other data, and the challenges and contributions of thematic interpretation

·Making oral history exhibitions and place-based installations 

·Explores issues and approaches in the range of practices and places when we make located oral histories that combine different media in multi-sensory ‘memoryscapes’ that engage users and audiences in distinctive ways

·Making audio visual histories

·Explores issues and approaches in making podcasts, website productions, radio programs and filmed documentaries

·Teaching oral history

·Explores approaches and issues in teaching and creating oral history in school, university and community settings, and the use of ‘witnesses’ and witness testimony in educational settings

We are keen to include authors from different parts of the world. We especially encourage submissions that bring creative practitioners into conversation with academic and/or community-based oral historians and related experts, as well as incorporate authors from a range of career stages. To facilitate this, Bloomsbury has agreed to pay a small honorarium to unsalaried contributors.

If interested, please send a revised title (if relevant), 250-word abstract, brief (3-4 sentence) biography for each proposed author, a list of your oral history publications, and a link to your personal or professional website to; and by 15 February 2023.

Successful authors will be notified of their abstract’s acceptance by early March and will then be expected to submit their draft chapters for review by 1 October 2023.

Call for Abstracts: Archaeologies of Displacement: Heritage, Memory, Materiality


This call for abstracts invites interested researchers to send their abstracts of suggested chapters on the archaeologies of displacement, migration and humanitarian crises, their impact on societies, cultural identity, and collective memory of displaced people around the world.

Book Topic

Displacement and forced migrations were a major feature of the 20th century in many regions of the world and are increasing rather than decreasing in the second decade of the 21st century. Civil wars, conflicts and political unrest have all created movements of refugees and internally displaced people. Other people have fled their homes due to famine, environmental disasters, nuclear or chemical disasters, or major development projects, such as dam building.

Currently, the seemingly endless cycle of violence and conflicts in several areas across the world, such as the Middle East and North Africa (MENA) region, Eastern Europe, Southeast Asia, Central and South America, and Africa has served to create humanitarian catastrophes. In the context of the Middle East, more than 10 million people have left their homes and have been internally displaced or sought refuge in neighbouring countries. Others have made their way through the Mediterranean to reach Northern Europe, stirring up political tensions and debates about the rights of migrants and refugees. Similarly, in the past few months, images and videos highlighted a new wave of migration due to the warfare hostilities in Ukraine. Western media started immediately to report on the humanitarian crisis in Ukraine and how those refugees are “civilized”, “educated”, “know how to use Instagram”, and “very different from the Middle Easterners or Africans” who sought refuge during the last decade. A growing number of activists on social media platforms ironically responded to the Western media double standards and narratives of refuge.

The concept of involuntary displacement offers a powerful tool with which to explore the identities of exiled groups. A close consideration of the mechanisms of forced migration allows us to understand how the decay and loss of material objects such as personal possessions and photographs, which are invested with individual memories, compromise the ability to recall or come to terms with a difficult past life. 

Many displaced refugees and migrants seek to safeguard their cultural identities by attempting to maintain contact with their homeland. This can lead to the creation of ‘re-invented ethnicities’ where nostalgic memories of a homeland are added to and embellished in a place of sanctuary. In some cases, the assertion of alien identities can lead to ethnic tensions and hinder integration into new communities. It can also lead to distrust and the segregation or ghettoization of incoming migrants and refugees. 

This edited book aims to understand how and why the voices of displaced people are so often forgotten in the narratives of globalisation. We will focus on how the trauma of forced migration creates interconnections between material objects, memories, oral histories and people and explore the potential for creating sustainable archaeologies of displacement. Finally, we will examine how the authentic voices and testimonies of refugees can be used to revive the forgotten and unexplored narratives of global displacement. 

We welcome cross-disciplinary proposals from individuals at different stages in their careers, including early and mid-career researchers, academics and practitioners and from a range of methodological and conceptual perspectives.


Please send abstracts (chapter proposals) of 300-400 words to the below emails by 28 February 2023

Contact Info: 

Dr. Nour A. 

Doha Institute for Graduate Studies & Center for Conflict and Humanitarian Studies – Qatar

Prof. Dr. James Symonds:

University of Amsterdam (UvA) – Netherlands 

Contact Email: