Teaching > RWU HP 301 Architectural Conservation > Assignments >

Architectural Conservation — Research Bibliography

List possible topics on Google Docs

Sugestions for Research Topics

Masonry Consolidants by Allison Collins [Note: abstract a bit long, more like an introduction.]
Rufus Porter, New England Muralist by Sandy Paetznick.

Example, below


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:

    1. a conservation project;
    2. specific building materials;
    3. treatment techniques;
    4. 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:

  1. RWU University Libraries
  2. Information literacy
  3. Interlibrary 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:

    1. a two- or three-page critical narrative summary parenthetically referencing (author, date) and hyperlinking sources (hyperlink URL, not title) listed in your bibliography;
    2. outline;
    3. well-organized files including information on organizations, companies, products, services, standards, MSDS sheets, and other information;
    4. checklist of files;
    5. electronic copy;
    6. disk copy of all referenced Web resources, saved in "Web archive" format.


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: http://www.ericit.org/toc/infoliteracytoc.shtml

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 ERIC.