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HP 301 Architectural Conservation > Assignments
Architectural Conservation — Research Bibliography
List possible topics on Google Docs
No matter what aspect of preservation (or any other profession
for that matter) you are involved with, you will be required to
undertake fast, in-depth research on subjects. At times, you may
be given a day; hopefully several weeks (as provided in this assignment);
maybe a few months (as with senior thesis).
Whatever the circumstances, you must be able to demonstrate a proficency
at organizing your tasks, prioritizing work, accessing many research
resources, critically assessing materials, and compiling relevant
findings into a assessible, well organized format, adhering to academic
and professional standards.
Select a particular aspect of architectural conservation
and undertake in-depth research on the subject. For example, your
work may be to investigate:
- a conservation project;
- specific building materials;
- treatment techniques;
- a combination of these.
Please do not research a specific structure as such research
is part of another assignment: the Architectural Conservation Assessment.
Supplement your academic research with research into products,
services, and technical/professional resources using other sources.
In many cases you will have to send for product and/or technical
information. Allow yourself plenty of time to receive material.
You should go far beyond just locating books and other publications
using the RWU library and HELIN system to finding sources that require
you to request material using the RWU Libray to acces material far
beyond its walls. Employ the following:
- RWU University Libraries
loan requests You must obtain several sources in this manner.
Develop a typed abstract describing the scope of your subject and
research with an outline and a list of references acquired to date.
This is not a typical annotated bibliography, as you are also assessing
conservation projects, products, and other material. You may need
to develop a database of your research. You may develop your report
in Word® or HTML format.
Develop the following and hand in two written copies and email
an electronic copy (in Word®, RFT, or HTML) of all material,
except the written project records, product information, samples,
and other files.
The annotated bibliography report will include the following:
- a two- or three-page critical narrative summary parenthetically
referencing (author, date) and hyperlinking sources (hyperlink
URL, not title) listed in your bibliography;
- well-organized files including information on organizations,
companies, products, services, standards, MSDS sheets, and other
- checklist of files;
- electronic copy;
- disk copy of all referenced Web resources, saved in "Web
Abstracts are the purely descriptive summaries often found at the
beginning of scholarly journal articles or in periodical indexes.
Annotations are descriptive and critical; they expose the author's
point of view, clarity and appropriateness of expression, and authority.
Spitzer, Kathleen L.; Eisenberg, Michael B.; Lowe, Carrie A.
(1998) Information Literacy: Essential Skills for the Information
Age. Web republication retrieved 29 October 2002 from ERIC Clearinghouse
on Information & Technology at Syracuse University. Web site:
ABSTRACT: This monograph traces the history and development of
the term "information literacy." It examines the economic
necessity of being information literate, and explores the research
related to the concept. Included are reports on the National Educational
Goals (1991) and on the report of the Secretary's Commission on
Achieving Necessary Skills (SCANS, 1991). Also examined are recent
revisions in national subject matter standards that imply a recognition
of the process skills included in information literacy. The book
outlines the impact information literacy has on K-12 and higher
education, and provides examples of information literacy in various
contexts. Appendices include: Information Literacy Standards for
Student Learning (prepared by the American Association of School
Librarians and the Association for Educational Communications
and Technology); definitions of SCANS components; a chronology
of the development of information literacy; correlation of information
literacy skills with selected National Subject Matter Standards;
Dalbotten's Correlation of Inquiry Skills to National Content
Standards; and an explanation of rubrics and their application
in standards education. Contains an extensive annotated ERIC (Educational
Resources Information Center) bibliography and information about