Rediscovering the Theoretical Base of Records Management and Its Implications for Graduate Education Searching for the New School of Information Studies Tyler O

Rediscovering the Theoretical Base of Records Management and Its Implications for Graduate Education Searching for the New School of Information Studies Tyler O. Walters

In the Fall 1992 issue oiJELIS, Eugenia K. Brumm published a brief description of the graduate records management education program at the University of Texas at Austin Graduate School of Library and Information Science. Brumm attempts to demonstrate to library educators that they should support graduate records management education because it has a theoretical base that is shared with library science. While Brumm's goal is desirable, this article sets out to show that linking records management theory with the broader discipline of information science and its information resource management perspectives is a more fruitful and accurate approach. It will further show that the critical link between archives and records theory is central to records management education, while library science theory is only tangential to it. The author calls for two changes: (1) that information professionals and educators broaden their awareness beyond the library profession to include other information profes sions and their disciplinary knowledge and theoretical bases and (2) the evolution of "new schools of information studies" will respect the need for independent degrees based on the distinct disciplinary knowledge that defines and supports each informa tion profession. He strongly endorses the development of graduate degree programs for the nonbibliographic information professions in the United States.

In the Fall 1992 issue of the Journal of of library and information science at the Education for Library and Information University of Texas at Austin, reached Science appeared a short description of out to her colleagues to show them that the pioneering graduate education pro records management deserves a gradu gram in records management being de ate education program because it has a veloped at the University of Texas at base of theoretical knowledge that in Austin Graduate School of Library and forms the work of records managers. In Information Science. The author, support of her plea, Brumm addresses Eugenia K. Brumm, assistant professor five areas of misconception about records

Spring 1995 139 140 Journal of Education for Library and Information Science

About the Author

Tyler O. Walters is University Archivist, Iowa State University, and Cochair, Society of American Archivists' Committee on Education and Professional Development. He is SAA's representative to the ALA Office of Accreditation's Evaluator Training Program Advisory Board. The author has published articles and presented numerous papers on gradu ate archival education in North America as well as on information technology applications in libraries and archives. He holds an M.A. in Archival Management from North Carolina State University.

management. They are filing equals re that informs the methods and actual cords management; records manage practices of its members. These bodies ment should be an undergraduate of knowledge for the respective profes course or program; one course in re sions can grow through performing re cords management is sufficient prepa search on issues relevant to them. They ration for functioning as a records man can also be taught through an education ager; records management should be program to students who aspire to enter taught in schools of business; and re a particular information profession. cords management has no theoretical or Through research and teaching, the conceptual construct. Each of the areas bodies of knowledge that support cer touches upon key issues that define the tain information professions can be management of records as a discipline, come fields of study in today's aca and the existence of its own theory. demic institutions. This is already the Brumm's willingness to move beyond case with some of the aforementioned the familiar ground of library science information professions, but not all. Ul education and recognize the educa timately, this is the purpose of Brumm's tional needs of another major informa short article: to convince library educa tion profession is exemplary. Who tors that there are other information thought that such a short article could professions with a body of knowledge hold so much significance? that can and should be taught to stu Brumm's description calls into dents in institutions of higher learning. question the very nature of several in However, the community of infor formation professions. Among these mation professions' collective lack of fields are librarianship, records man understanding about the diverse bodies agement, archival management, of theoretical knowledge has caused museology, information resource man their approaches to graduate education agement, and information systems de to be flawed, the existing programs to sign and analysis. Her description also suffer, and the graduates to be ill pre indicates clearly how little information pared. For instance, Brumm works very professionals in the United States seem hard to find linkages between library to understand about the disciplinary science theory and records manage nature of their professions. The disci- ment. In so doing, she misses com plinarity of a profession means that it pletely how significant the historical has a body of theoretical knowledge linkage between archives and records is

Volume 36, Number 2 Rediscovering the Theoretical Base of Records Management 141 in records management education. In relates to records management will be stead of attempting to conjure up shared touched upon. Today many faculty theoretical knowledge where there is members in library and information sci none, Brumm's justifications would ence schools are grappling with the prove much stronger if she explained meaning of "information science." the relationship between modern re Some definitions have been offered that cords management and information sci bear significance for understanding and ence and how they relate within an edu furthering the theoretical base of re cational paradigm of information cords management. Information science studies pedagogically.1 A more accurate is described as "the study of the theory and powerful argument is that ar and practice relating to the creation, chives/records and library science are acquisition, processing, management, subsets within information studies edu retrieval, and dissemination of informa cation whose theoretical bases are dis tion." Another closely related term, "in tinct, but both are linked in theory and formatics," is defined as "the study of method to the broader and newer aca structure and properties of information, demic discipline of information sci as well as the application of technology ence. This approach would prove much to the organization, storage, retrieval, 2 more fruitful than trying to link records and dissemination of information." management directly with library sci Applying the study of information ence. science to traditional records manage While addressing some of the cardi ment practices has given rise to what is nal assertions articulated by Brumm, known as information resource manage this article sets out to show that the ment (IRM). It is defined as "a manage linkage between archives and records rial discipline that views information as theory is salient in records management a resource analogous to financial, education and that library science is physical, human, and natural re tangential to it. I ask information stud sources, and stresses the efficient and ies educators to consider these points effective handling of information." IRM when developing graduate education involves the management of such infor for nonbibliographic information pro mation resources as computer-proc fessions in the United States. The in essed data files, computer-processed separable lives of records and archives text files, networked communications, will be illustrated and, thus, archival and the routine "paperwork" and re management and records management, cords of an organization. These types of and ultimately graduate archival educa information—information from auto tion and graduate records management mated systems—and the procedures education. But first, a working defini performed on them have become the tion of "information science" is needed. media and tools with which the records Then a few of the perspectives put forth manager works inside the modern cor by Brumm need redressing. porate organization. With the advent of The phrase "information science" computer-generated information, the has been inferred in this article's intro phrase "records management" has es sentially evolved into "information re duction to designate a new field of 3 study. Since this phrase is currently on source management." It's a new phrase going close examination and refine that includes the former, but reflects the ment, it is difficult to completely ex changes in information production and plain its meaning. Instead, indications communication brought on by new in of how it is perceived today and how it formation technology. Hence, the devel-

Spring 1995 142 Journal of Education for Library and Information Science opment of theories and methods relat vist manages records bearing continu ing to managing recorded information ing value and the records manager man internal to organizations is an impor ages all records, those with continuing tant aspect of the study of information value that one day will be transferred to science.4 the archives' custody as well as those Let's turn away from the cutting without continuing value that will be edge momentarily and examine more purged at some point in their life. established definitions that are central At first glance, the distinction be to this discussion. Records manage tween archivists and records managers ment—what is it? As Brumm states, it is may appear to lie in which point during the application of systematic and scien the life of the record the particular re tific control to all the recorded informa cords professional engages in his prac tion that an organization needs to con tice. But the distinction does not evenly duct its business.5 Thus, records are divide based upon the age of the record. defined as "documents created or re In fact, it does not divide according to ceived and maintained by an agency, age at all. The responsibilities of archi organization, or individual in pursu vists and records managers are deline ance of legal obligations or in the trans ated upon the nature of the value of the action of business." Lastly, the records record, not their stage in the life cycle. manager is "an individual within an Archivists are interested in one particu organization who is responsible for lar value potentially present in records. managing the life cycle of records cre That value is continuing value. Records ated and received by the organization." possessing continuing value provide an The definitions of corresponding impartial and full documentary repre archival terms demonstrate the insepa sentation of an organization or individ rable nature of archives and records. ual over time. Archivists select records Archives are defined as the "documents of continuing value through identifying created or received and accumulated by the records' inherent ability to give evi a person or organization in the course of dence to significant activities in the the conduct of affairs, and preserved conduct of affairs of an organization or because of their continuing value." individual. The archivist intends to Hence an archivist is "a person profes protect the existence of such records sionally educated, trained, experi through their active and semi-active use enced, and engaged in the administra phases until they are no longer needed tion of archival materials."6 Notice the for continual operation by the office (or similarities in the definitions of "re person) of origin.7 At that time, they are cords" and "archives." Both comprise entrusted to the custody of the archival documents created, received, and main repository. tained (or accumulated) by an organiza The records manager works with tion (or agency) or individual. Both ex other members of the institution that ist because of the "conduct of affairs," generate and manage records, including or "transaction of business," by these the archivist, to decide when records of entities. The difference is that the defi noncontinuing value can be discarded nition of "archives" states that archives based on legal, fiscal, and administra are "preserved because of their continu tive parameters. These parameters are ing value." The definition of records usually codified in legal statutes and makes no mention of the value pos institutional policies. While the records sessed by the record. From these defini manager tends to all records, the archi tions, one can conclude that the archi vist identifies those that have continu-

Volume 36, Number 2 Rediscovering the Theoretical Base of Records Management 143 ing value based on the circumstances of tified and required. Both archivists and their creation. Records management records managers are actively involved practices involving records creation in managing records throughout their control, records keeping systems, and life cycle. Information professionals automated information systems man and educators should be able to accept agement and analysis all impinge upon this fact. The perception of the roles of the creation, maintenance, and commu the archivist and the records manager nication of archival records. In practice put forth here indicates that there is not archivists must know how records man much difference between the two. In agers function and how they apply their fact, the purpose of this examination is techniques. In fact, these professionals to illustrate that the closeness of these are one and the same in many organiza two professionals is quite profound. tions.8 In her article, Brumm recognizes The recently published "Guide the existence of the life cycle of records, lines for the Development of a Curricu asserting that "records management ema lum for a Master of Archival Studies nates from a holistic view of an organiza Degree," released by the Society of tion's records." However, if records man American Archivists (SAA) in January agement is to be practiced from a 1994 best addresses the nature of the holistic viewpoint, then where is the relationship between archives and re place of archives or, in other words, cords, and thus archivists and records where is the management of records of managers: continuing value? Unfortunately, the heavily intertwined lives of archives The nature of archival documents de and records described above is utterly pends on the circumstances of their crea nonexistent in Brumm's description of tion (i.e. why they are made or received), records holism.10 While the manage not merely on whether they have been ment of records "belongs to the realm of selected for permanent preservation, the information," as claimed by Brumm, manner and extent of their use over time, within that realm exists a specific form or even their current repository. The cir of information known as records. An cumstances of their creation impart to entire profession has already matured archival documents unique evidence of around the management of records. societal events and actions and of legal This field is known as the archival pro rights and obligations. They (archival fession. The theories belonging to the documents) therefore need to be safe discipline of archival science have been guarded from the moment of their crea documented over the last three hundred tion. years, beginning with the study of dip Furthermore, the guidelines state: lomatics in Europe, and deserve records management educators' careful consid Archivists are the professionals respon eration.11 sible for the documents' protection at Armed with a better understanding every stage of their life cycle and, even of the missions, responsibilities, and tually, for the documents communica methods of archivists and records man tion to any user with the right to consult 9 agers, let's turn to the principal asser them. tion put forth by Brumm in her state As described in the quotes above, ments regarding misconceptions about the involvement of the archivist from records management. Brumm correctly the point of records creation and points out that the notion of records throughout the records' life cycle is jus management's being devoid of theoreti-

Spring 1995 144 Journal of Education for Library and Information Science cal knowledge is misguided. She fur that by the 1840s archival doctrine in ther states that because it has such a corporated methods regarding the or large base, it "suffers from multiple the ganization, description, preservation, ory disorder." This disorder refers to its and disposition of records. Archivists theoretical knowledge base as "theories such as Francesco Bonaini and the of information organization, informa Prussian historian-diplomatist Johan tion needs, information uses and users, Friedrich Bohmer further developed concepts of information search and re the science of archives, writing on ideas trieval, and knowledge of the informa about what are archival records, how to tion life cycle theory—interwoven with work with those records, and applying theories of management." Brumm dis these thoughts in practice. By the mid- plays wonderful insight and makes nineteenth century, European archi great strides in identifying the theories vists/records managers codified a body and methods that inform modern records of knowledge about the creation of re management. But what about theories cords, their existence as documentary relating to the nature of the circum evidence attesting to the activities of stances that produce records? Certainly the creator, and the organization and theories about processes within organi description of records. zations that create records would be im Another writer and observer of the portant to the theoretical construct of history of archives and records manage records management. Such theories are ment, Lawrence J. McCrank, delves found in the discipline known as archi even further back into the history of val science.12 Europe to find evidence of centuries- Ironically, in the issue of JELIS im old records management activity. mediately following the issue with McCrank does not find theoretical writ Brumm's article (vol. 34, no. 1), archival ings on the ideas that will form archival educator Luciana Duranti writes of the science, but finds an equally, if not archival body of knowledge and its de more important, activity: the practice of velopment by proto-archivists con archives and records management prin cerned about authenticating records in ciples. These activities are traced to the eighteenth century. Duranti tells northeastern Spain during the forma about the early development of archival tion of the Crown of Aragon in the theory referred to as "archival doc twelfth century.14 The research pre trine," defining it as "the formulation of sented in one of McCrank's recent arti ideas about the nature of records aggre cles is significant in fostering an under gations and about their relationships standing of the development of modern with their creator, with the facts con records management. In his 1993 tained in them, and with each other." American Archivist article McCrank ex- She identifies the first elements of ar chival doctrine present in Dom Jean Mabillon's writings on diplomatics as A burst of intensive documentation ac early as 1681 and states that archival tivity ... to reveal the dramatic growth doctrine methods were being taught in of medieval archives; archival manage European archival schools across the ment systems and records centers; the continent by the late 1700s.13 Over development of sophisticated method three hundred years ago, the elements ologies such as simultaneous registra of a theoretical base of records manage tion and formalized document produc ment were being written. tion; indexing, tagging, heading, and Duranti further informs her readers classification techniques; rudimentary

Volume 36, Number 2 Rediscovering the Theoretical Base of Records Management 145

records management and conservation cally, library science is the home of re programs; and experimentation in codi cords management education."18 How fication, supraregional standardization, can library educators deliver education format control, multimedia, and im about the management of records? Their proved communications through cou science does not address the context of rier service, addressing, notarization, records creation within modern organi posting, and proclamation.15 zations. This is an important corollary area of study in information science Given the history and the relation with its emphasis on technology and ship between archives and records man information resource management agement, it can be concluded that at the methods.19 Its existence as the heart of base of records management theory lies archival science should now be clear as archival theory. In other words, many illustrated above. The distinct empha records management practices are born sis of library bibliographic techniques from the same body of knowledge as rests upon using uniform data struc archival practices. Archival theory en tures to describe information intended compasses a "systematic understanding for public consumption (publica of what documents were made, re tions).20 Applying information technol ceived, and kept; how and why this was ogy to such basic areas as information done, and how and why these activities storage and retrieval, topics commonly 16 changed or did not change over time." treated in computer and information Archival science "is divided into pure science courses, are shared concerns of theory, or ideas about the nature of ar the library, archival, and records com chives (read: archival records), and the munities. However, more complex is application of that theory through sues, like information and records crea methodology (the ideas archivists hold tion, born from an organization's about the treatment of archives) and business transactions are not shared. practice (applying these methods in the Managing information creation and 17 real world)." This knowledge deter communication within organizations as mines the actions taken by records pro represented in the perspectives of infor fessionals throughout the records' life mation resource management and ar cycle, whether as active records in the chival management is distinct from the office, semiactive records housed in a bibliocentric heart of library science. records center, or records preserved in Moreover, library science is not salient an archives. Certainly, archival science to the management of records.21 must be of interest to records managers. Terry Eastwood, associate professor The reason so many observers of re in the School of Library, Archival, and cords management cannot see its theo Information Studies at the University of retical base is that they start looking in British Columbia, has eloquently and the wrong areas. Its theoretical base be succinctly described the realms of li gins with the closely allied field of ar brary science, archival science, and re chival science and its theories about the cords management: nature of records, their creation, organi zation, retrieval, preservation, and use. The modern world has seen two docu Yet, given the historical develop mentary disciplines arise and flesh out a ment of archival and records manage theory, methodology, and practice. ment and archival theory over the past These disciplines are library science and three hundred years, Brumm still main archival science: one concerned with tains that "intellectually and histori documents purposely generated to dis-

Spring 1995 146 Journal of Education for Library and Information Science

seminate knowledge, the other con and that "records management profes cerned with documents created as a sionals realize that the best records product of utilitarian activity; one the managers are the ones that hold master's product of human thought turned on any degrees in library science."23 What re given subject of interest, the other aris cords managers need in the way of ing naturally in the course of our trans graduate education is just beginning to actions with each other. . . . Library and become available in the United States. information science are essentially con Brumm's best attempt to illustrate a cerned with locating, organizing, and fa link between library science and re cilitating use of information that exists cords management comes in her story external to activity. ... By contrast, ar about Irene Warren. Warren, a librarian, chival science deals with information was contracted in 1910 by the Globe- that is internal to the activity in ques Wernicke filing-cabinet company to in tion, generated as part of it and lingering struct their salesmen in filing tech as evidence of it. Archival science prop niques so they could demonstrate them erly includes study of the genesis and to potential customers. To infer that re management of this internally generated cords management was created by a li information throughout its existence, so brarian who was contracted by a file- records management as it is commonly cabinet company is plainly ill understood falls in the domain of archi informed. Besides, if filing does not val science.22 equal records management, as asserted by Brumm in her "Misconception #1," These are most significant words then how come Irene Warren's filing that should guide our understanding of instruction constitutes the genesis of the relationships among these three ac modern records management? The tivities and how to develop professional Warren story is perhaps a coinci curricula for them. dental link based upon a pioneering Instead, Brumm continually strains and ambitious librarian who was aware to link library science with records of and active in other information man management education. There are sev agement realms. The information pro eral instances where she links the two fessions clearly would benefit from without demonstrating their allegedly more Irene Warrens among their ranks. shared theoretical base. However, in her But this story does not link library sci attempts, she inadvertently indicates ence theory to records management the the pervasiveness of the bibliocentric ory. Library science is not the intellec nature of information education in the tual home of records management United States today. For instance, education. Brumm fails to prove the Brumm makes claims such as "the lack linkage, her assertion is categorically 24 of knowledge about what comprises re false. cords management is the direct result of The lack of knowledge about re the scarcity of library educators who are cords management theory in the United experts in the field," "graduate-level States has little to do with library edu education in library schools is based on cators. It is a direct result of the fact that the premise that information profes archival science has not been viewed as sionals with M.L.S. degrees will even a distinct discipline that supports the tually manage supervisors or other [re archives and records professions. This cords] managers and will develop has resulted in the absence of graduate- [records] programs and initiate change level archival education degree pro within their operating environments," grams in the United States; however,

Volume >, Number 2 Rediscovering the Theoretical Base of Records Management 147

they flourish in Europe, Canada, and the major field of study) and master many nations across the world. Infor degrees in archival studies. But the im mation professionals and educators petus to establish these degrees in the simply must understand that graduate United States is just now beginning to education in library science is the first build. In order for this to come to frui and foremost developed among the in tion, information professionals and formation professions in the United educators need to broaden their aware States; however, it is not the only infor ness of information disciplines and mation profession worthy of a graduate theories beyond the library science dis degree program. The individual infor cipline, and beyond the borders of the mation professions need their own de United States. grees based upon the distinct nature of When Brumm's article progresses their theoretical bases. This is the only to discuss the "new educational para way students will become immersed in digm" created at the University of Texas the vast knowledge base that identifies Graduate School of Library and Infor each profession, so they may be best mation Science, all of a sudden archives prepared for the long life of continual is brought into the fold. This is done by challenges that information profession cross-listing some of the archives als will face in the twenty-first cen courses available in the school for aspir 25 tury. ing records managers. However, ar Let's look at an example of an infor chives have not been mentioned in the mation profession needing graduate article beforehand, so the reader could education based upon its distinct theo not possibly begin to fathom why these retical base other than the often-quoted courses are at all relevant. Furthermore, fields mentioned thus far. Museum cu the only time archives and records are rators are a group of information profes mentioned in the same sentence is sionals who manage cultural informa when the unfortunate reference is made tion based from objects, or artifacts. about the alleged "anachronistic ten They compile and interpret information sions" between the two. Of all the from the artifact's form, physical com shared characteristics between archives position, and evidence of its use by and records management, why does studying the construction and function Brumm chose to highlight the existence ality of the artifact itself. These meth of an anachronistic relationship?26 If ods are employed to better understand this is such a central characteristic of the artifact's purpose and the broader their relationship, then how does she cultural and social context it reflects. explain the existence of a nationwide Why should employers of museum cu professional organization such as the rators require them to hold an M.L.S.? National Association of Government Clearly, they have educational needs Archivists and Records Administrators, that are distinct from library science. As or functioning archival operations such it turns out, museum administrators do as the National Archives and Records not require M.L.S. degrees of their cura Administration, the New York State Ar tors. Much the same circumstances ex chives and Records Administration, the ist for education in the archives and North Carolina State Archives and Re records professions. Employers of ar cords Administration, as well as other chivists and records managers should similar operating units found across lo prefer these employees who hold mas cal government, universities, corporate ter degrees in information studies (in organizations, and businesses? The formation resource management being benefits of the relationship between ar-

Spring 1995 148 Journal of Education for Library and Information Science chival and records management is not brary science curricula. However, in articulated, nor recognized.27 other cases, schools of information Brumm claims that the Texas ap studies are emerging with a completely proach to records management educa revamped curriculum. It is becoming tion "disposes of the anachronistic ten increasingly evident that some schools' sion." This author certainly hopes it is range of studies go well beyond librari- true when Brumm states that "because anship. courses in archives are part of the re Interestingly, several schools that cords management program (and vice have changed their name and incorpo versa), students in records management rated the phrase "information studies" learn that cooperation with archivists is are also revamping their curricula. For essential in ensuring protection of ar these schools the phrase is used to mean chival records from the very beginning something more than just library sci of the life cycle." This is a most admira ence and information science. Schools ble goal and is essential if the endeavors such as Drexel University's College of of both records professionals are to be Information Studies, Rutgers Univer successful. However, given the notable sity's School of Communication, Infor absence of references to archival sci mation and Library Studies, University ence as a major theoretical contributor of Michigan's School of Information to records management, Brumm offers and Library Studies, and University of no evidence that the anachronistic ten British Columbia's School of Library, sions no longer exist, particularly in a Archival, and Information Studies are pedagogical sense. Sharing courses examples. The phrase "information among the programs will not necessar studies" is used in this article to denote ily reconstitute the shared theoretical a broad interdisciplinary paradigm that base between the archives and records incorporates any field and its corre professions and effect that base's deliv sponding bodies of theoretical knowl ery to students in graduate education edge that pertain to the management of programs. To do this, the theoretical information. The paradigm relates spe body of archival science must be woven cifically to education, where research into the heart of the educational per and instruction in these information spective that informs the design of the fields come together under one aca graduate education programs.28 demic unit. The information fields form A new school of information is a coalition to create a new academic needed to accommodate the distinct scheme, the new school of information disciplinary nature that defines the in studies. dividual information professions.29 In In the broader-based school of in the 1990s, the overshadowing nature of formation studies of the future, each of library science education is giving way the information disciplines can be rep to the confluence of education relating resented by independent academic pro to these disciplines, resulting in a new grams offering independent degrees.31 educational paradigm of information An existing example of this educational studies.30 Schools of library science are approach is the University of British evolving into schools of library and in Columbia School of Library, Archival, formation science, and in some cases, and Information Studies. At UBC, sepa they are maturing further into schools rate M.L.S. and master of archival stud of information studies. At some schools ies (M.A.S.) degrees are offered. The the change is reflected in its title only, M.A.S and M.L.S. programs do not re maintaining essentially the same li- quire their students to take courses from

Volume 36, Number 2 Rediscovering the Theoretical Base of Records Management 149 the other program. The M.A.S. program moving away from specialization in the treats information science topics within face of economic realities and the archival studies courses as they become downsizing of library school budgets. relevant.32 In this type of model, multi Yet, this is precisely the point in favor ple programs and degrees could be de of the multidegree approach. It has been veloped to meet the educational needs the library school's specialized focus on of many information professionals, in only one information professional—the cluding librarians, archivists, records librarian—that has landed it in so much managers, museum curators, informa trouble recently. The administrators of tion resource managers, and informa research universities simply do not see tion systems designers and analysts.33 a quality of research in library schools The multiple program configura similar to that which is being conducted tion closely resembles a college of lib in other divisions of the university.34 eral arts and sciences, where the They also see that library schools, un strength is at the department level and like many other schools on the research several degrees are offered. The concept university campus, educate only one of "schools of information studies," pat type of professional. terned similarly to the familiar college While some observers of trends in of liberal arts and sciences, is an appro library education fixate on the erosion priate educational concept to develop of support for their schools, others see graduate education for any information the phoenix that may rise from their profession desiring it. It should foster ashes. The cup is half-empty, or half- the maturation of both the disciplinary full, depending on one's perspective. base for each information profession For records-based information profes and the interdisciplinary linkages be sionals, as for records managers and ar tween fields as they manifest them chivists, the cup is definitely half-full. selves in the United States. Perhaps Let's face it, an entire school to serve the schools of library and information sci educational needs of just one profession ence, which now address the educa is a very expensive proposition. It is tional needs of at least two information proving to be too burdensome for many professions, will evolve into schools of universities. The new school of infor information studies and unify many mation studies will aspire to belonging more of them. No longer will library within the research university commu science education be mistaken for ap nity. It will support research into the propriate education in fields such as con very nature of information and its man servation, museums, archives, records agement, not just bibliographic tech management, and information resource niques of displaying library holdings to management. Degree programs such as users, for example. This broadening the M.A.S., the M.L.S., and the M.I.S. process and inclusion of all realms of together can build a strong and viable information will prove a receptive envi home for themselves on university cam ronment for the education of records puses as schools of information studies. managers, archivists, and other infor This approach respects the boundaries mation professionals. Schools of infor of the autonomous professions and mation studies will be much stronger their need for unique educational pro than their library school ancestors be grams. cause of their diversity, serving the There is much superficial discus needs of many professions that will be sion criticizing the multidegree ap critical to anyone functioning in proach, stating that library schools are twenty-first century society.

Spring 1995 150 Journal of Education for Library and Information Science

Counter to the alleged move away way to justify a school's existence. Sev from specialization in library and infor eral schools of library and information mation science schools stands the expe science are not far away from providing rience of other colleges and schools the professional education needed by within research universities. A recent records managers and archivists. study sponsored by the Council of The distinct bodies of knowledge Graduate Schools found that over six defining the individual information hundred types of master's degrees exist professions cannot be brought to bear today in the United States, in addition on each other in an effort to enhance all to the familiar master of arts and master their methods until information educa of science degrees. The study also indi tors and professionals understand their cates that "of the people earning mas disciplinary nature and their respective ter's degrees since the early 1980s, boundaries. Yes, information profes about 90 percent earned degrees in pro sionals can learn much from each fessional fields outside the traditional other's methods. Even though this arti liberal arts and sciences." The trend of cle stresses the distinctiveness of the increasing professional education pro professions, it merely describes what grams at the master's level is well docu must be the first step. The next steps to mented in this study.35 foster meaningful interactions will be In the January 1994 issue of its left to future discussions. Certainly ar newsletter, the Office of the Vice Pro chivists have much to learn from infor vost for Research at Iowa State Univer mation scientists if they are to identify, sity responded to the study: preserve, and make available for use the archival records that are created, main Clearly master's degrees are serving very tained, and communicated through specific professional objectives. They automated information systems.37 The have become the leading edge of higher same can be said for records managers education for professionals throughout who need to learn how to manage all the work world. . . . Such degrees can be records born from these systems. highly specialized, catering to very spe The new schools of information cific needs of a profession or strengths of studies can provide the necessary fo the academic unit offering the degree.36 rum for this cross-fertilization. I hope this new paradigm will reflect and re The Iowa State article further asks, spect the needs presented in this article. "Does ISU sufficiently recognize this If library educators want to play a lead trend in graduate education?" Individu ing role in developing education for als involved in information studies edu other information professions, and cation should be asking themselves the clearly they do, they must learn of the same question. Some of them appear information disciplines that support not to be recognizing the larger trends these professions and address how to in graduate and professional education. present them in a pedagogically man Certainly a school of library and infor ageable manner, manifesting them mation science already dabbling in the selves in new professional curricula. information science realm has much to Only when graduate education in the offer the records-based information pro information professions reaches this fessions. As the aforementioned study stage will the misconceptions about the concludes, specialization is in. Directly records management and archival man serving the educational needs of several agement professions fall by the wayside. individual yet related professions is a Hopefully, today is when information

Volume 36, Number 2 Rediscovering the Theoretical Base of Records Management 151

studie s educators and professionals alike 8. Atherton, "From Life Cycle to Contin will decide to take steps toward under uum," 46-47. standing each other better and build 9. "Guidelines for the Development of a strong academic institutions to improve Curriculum for a Master of Archival Studies," Archival Outlook (Society of their services in American society. American Archivists newsletter, Jan. 1994), 2-3. See also Planning for the Ar References and Notes chival Profession: A Report of the SAA Task Force on Goals and Priorities (Chi 1. The phrase "information studies" is cago: Society of American Archivists, used to refer to professional education 1986), 4, where it states "records and in regarding a plethora of information formation management is the means by management fields beyond just the which the archivist intervenes as needed fields of library science and information throughout the life cycle of records to science. ensure the proper management of pro 2. Lewis J. Bellardo and Lynn Lady Bel- spective archival material." lardo, comps. A Glossary for Archivists, 10. In addition to the literature cited in this Manuscript Curators, and Records Man article, see articles and books like Robert agers (Chicago: Society of American Ar L. Sanders, "Archivists and Records chivists, 1992), 18; Heartsill Young, ed. Managers: Another Marriage in Trouble?" The ALA Glossary of Library and Infor Records Management Quarterly 23 (Apr. mation Science (Chicago: ALA, 1983), 1989): 12-20 ; J. J. Hammitt, "Govern 118. The specific ALA definition, now ment Archives and Records Manage over ten years old, is "The study of the ment," American Archivist 28 (Apr. creation, use, and management of infor 1965): 219-22; James B. Rhoads, T/ieflo7e mation in all its forms." of Archives and Records Management in 3. Mary F. Robek, Gerald F. Brown, and National Information Systems: A RAMP Wilmer O. Maedke, Information and Re Study (Paris: UNESCO, 1983); Richard C. cords Management, 3d ed. (Mission Hills, Berner, Archival Theory and Practice in Calif.: Glencoe, 1987), particularly pp. the United States: A Historical Analysis 31-32. (Seattle and London: Univ. of Washing 4. This perspective is reflected in Richard ton Pr., 1983); Luciana Duranti, "Educa M. Kesner, Information Systems: A Stra tion and the Role of the Archivist in tegic Approach to Planning and Imple Italy," American Archivist 51 (Summer mentation (Chicago: ALA, 1988). See also 1988): 346-55; Bryan Corbett and Eldon Frederick J. Stielow, "The Impact of In Frost, "The Acquisition of Federal Gov formation Technology on Archival The ernment Records: A Report on Records ory: A Discourse on an Automation Management and Archival Practices," Ar Pedagogy," Journal of Education for Li chivaria 17 (Winter 1983-84): 201-32; brary and Information Science 34 (Win Patricia Bartkowski, "Records Manage ter 1993): 53. ment and the Walking Archivist," Geor 5. Note that this definition is not all that gia Archive 3 (Summer 1975): 125-34; different from the one provided for "in Gerald F. Brown, "The Archivist and the formation resource management." Records Manager: A Records Manager's 6. All definitions in this paragraph are Viewpoint," Records Management Quar quoted from Bellardo and Bellardo, Glos terly 5 (Jan. 1971): 21-22, 38; and Thor- sary, 3, 4, 28, 29. ton W. Mitchell, ed. Norton on Archives: 7. Jay Atherton, "From Life Cycle to Contin The Writings of Margaret Cross Norton on uum: Some Thoughts on the Records Archival and Records Management, 2d Management-Archives Relationship," printing (Chicago: Society of American Archivaria 21 (Winter 1985-86): 45, "ar Archivists, 1979). Last, see Frank Evans, chivists generated the first initiatives in comp. Modern Archives and Manu records management, to serve archival scripts: A Select Ribliography (Chicago: ends." Society of American Archivists, 1975).

Spring 1995 152 Journal of Education for Library and Information Science

See section entitled "Archives Admini the Medieval Crown of Aragon," Ameri stration and Records Management," 13- can Archivist 56 (Spring 1993): 257. Also, 19, where there is a wealth of citations for an overview of the management of examining the intertwining nature of ar familial archives and public records of chives and records. the Roman era, see Anne-Marie 11. "Diplomatics" is defined as "the disci Schwirtlich, "Archives in the Roman Re pline that studies the genesis, form, and public," Archives and Manuscripts 9 transmission of archival documents and (1981): 19-29. their relationship with the facts repre 15. McCrank, "Documenting Reconquest and sented in them and with their creator, in Reform." The quote is taken from the ab order to identify, evaluate, and commu stract on 256. nicate their true nature." Bellardo and 16. Duranti, "Archival Body of Knowledge," 10. Bellardo, Glossary, 11. For a complete 17. Walters, "Creating a Front Door," 87. look at the use of diplomatics in archives 18. Even in his landmark essay "Library and and records management, see the six-part Information Science: The Educational series by Luciana Duranti, entitled "Dip Base for Professional Records Manage lomatics: New Uses for an Old Science," ment," Records Management Quarterly Archivaria 28 (1989): 7-27; 29 (1989): 15 (Apr. 1981): 48-53, J. Michael Pember- 4-17; 30 (1989): 4-20; 31 (1989): 10-35; ton only agrees that there are parallel 32 (1989): 6-24; 33 (1989): 6-24. philosophical perspectives between li 12. The knowledge base of archivists is rec brarians and records managers. The ognized to be greater than just archival shared course work of which he speaks science or information science. The SAA addresses the similar uses of technology M.A.S. guidelines identify other bodies and their applications to the respective of knowledge that comprise the disci fields. The points raised by Pemberton do pline of archival studies, as described in not address the disciplinary knowledge the United States. These corollary areas bases born from the nature of the informa are drawn from library and information tion with which each professional works. science, history, management, conserva Pemberton's use of the word "parallel" is tion, law, public policy, and a diverse significant. Webster's dictionary defines group of research methods. For further "parallel" as "extending in the same di description, see "Guidelines for the De rection, everywhere equidistant, and not velopment of a Curriculum for a Mas meeting." In short, Pemberton does not ter of Archival Studies," and Tyler O. assert a shared theoretical base, nor a Walters, "Creating a Front Door to Ar historical claim to library schools being chival Knowledge in the United States: the home of records management educa Guidelines for a Master of Archival Stud tion. He merely points to records manage ies Degree," Archival Issues 18 (Fall ment education's future compatibility 1993): 85-89. with the mission of schools of library and 13. Luciana Duranti, "The Archival Body of information science. Knowledge: Archival Theory, Method, 19. For example, Robert V. Williams in his and Practice, and Graduate and Continu article "Records Management Education: ing Education," Journal of Education for An IRM Perspective," Records Manage Library and Information Science 34 ment Quarterly 21 (Oct. 1987): 36-40, 54, (1993): 9. 71, refers to Donald A. Marchand's defi 14. "The advent of systematic documenta nition of "information resource manage tion and recordkeeping, organized ar ment": "the management of the resources chives and preservation, and new forms (e.g., data processing, text processing, of intellectual access, as well as elements communications, information centers, of what today is considered records man manual paperwork/records [emphasis agement, can be identified in the reign of added]) of an organization devoted to the King Anfons I (II), 1154-1196." Lawrence handling or collection, storage, mainte J. McCrank, "Documenting Reconquest nance, transmission, or distribution of and Reform: The Growth of Archives in information."

Volume 36. Number 9 Rediscovering the Theoretical Base of Records Management 153

20. See Williams, "Records Management Records Management Quarterly 9 (Jan. Education," 40, where he writes: "despite 1975): 25. the addition of the terms 'information 27. Even in information education in the science' to the names of traditional li United States there exists at least one brary schools, many are still just that: faculty position bearing the title Assis predominantly library oriented and con tant Professor of Archives and Records cerned only with the management of ex Management, and an entire graduate pro ternally produced information." "The gram at Western Washington University distinctiveness of the records manage is known as the Graduate Program in Ar ment profession (and the related associa chives and Records Management, admin tions) could be lost or subsumed in the istered by the history department no less. much larger library profession." 28. Gerald Ham and others, "Is the Past Still 21. Letter from Richard Kesner, cochair, SAA Prologue?: History and Archival Educa Committee on Automated Records and tion," in Historians and Archivists: Edu Techniques, to Frank Boles, cochair, SAA cating the Next Generation (Bloomington, Committee on Education and Profes Ind.: Joint Committee on Historians and sional Development, Sept. 2, 1993, in Archivists of the American Historical As author's possession: "current library sci sociation, the Organization of American ence practices, et al., are not salient to the Historians, and the Society of American dynamics of information creation, com Archivists, 1993), particularly 11, 22, and munication, and so forth in the complex 23. See also Timothy L. Ericson, '"Abol modern organization." Also see Richard ish the Recent': The Progress of Archival J. Cox's essay entitled "Archival Educa Education," Journal of Education for Li tion in the United States: Old Concerns, brary and Information Science 34 (Win but New Future?" in his book American ter 1993): 34. Archival Analysis: The Recent Develop 29. For a recent example of curriculum restruc ment of the Archival Profession in the turing, see Suzanne Bertrand-Gastaldy, United States (Metuchen, N.J.: Scare Paulette Bernhard, and Jean-Marc Cyr, crow, 1990), 99-112. "Reconstructing a Master's Degree Pro 22. Terry Eastwood, "Educating Archivists gram in Library and Information Studies: about Information Technology," Ameri The Universite de Montreal Experience," can Archivist 56 (Summer 1993): 460. Journal of Education for Library and In 23. The author's words in brackets are in formation Science 34 (Summer 1993): tended to clarify to what type of informa 228-43. tion management Brumm is referring. 30. Library and information science educator 24. In 1967 Frank Evans chronicled the J. Michael Pemberton stated on the Open genesis of contemporary records man Library/Information Science Education agement in the United States at the Na Forum Listserv, March 8, 1993, that "the tional Archives in his article problem with library education is, in "Archivists and Records Managers: part, that it doesn't stand comparison Variations on a Theme," reprinted in with other species of professional educa Maygene F. Daniels and Timothy Walch, tion: physicians study medicine, not eds. A Modern Archives Reader: Rasic 'hospital,' and lawyers study law, not Readings on Archival Theory and Prac 'courtroom.' The study of librarianship is tice (Washington, D.C.: U.S. General the study of techniques: the study of in Services Administration, 1984), 25-37. formation is the study of theory and prin 25. Terry Eastwood, "Nurturing Archival ciples applicable in all the information Education in the University," American domains. Where there is theory and prin Archivist 51 (1988): 238. ciples there can be meaningful research 26. Twenty years ago, records manager Alan at a *research* university. Will the last Ridge called for archivists and records 'library school' please turn off the lights managers to "acknowledge our mutual on its way out?" interdependence" in his article "Records With regard to confluence, the pre Management: The Archival Perspective," eminent writer on American archival

Spring 1995 154 Journal of Education for Library and Information Science

education, Richard J. Cox, has recently nal of Education for Library and Informa posed the question, "Will there be one tion Science 34 (1993): 66-72. information profession that includes all 34. See studies like that of Kathleen Garland of these now related 'information' fields, and Galen E. Rike, "Scholarly Productiv or will they simply have similar educa ity of Faculty at ALA-Accredited Pro tional programs and professional agen grams of Library and Information das?" About the contribution of archival Science," Journal of Education for Li education to the greater realm of informa brary and Information Science 28 (Fall tion education, Cox comments that "these 1987): 87-98. Also, refer again to J. Michael related fields must also gain an increased Pemberton's remarks in note 30. awareness about the preservation of infor 35. Clifton F. Conrad, Jennifer Grant Haworth, mation with continuing value to informa and Susan Bolyard Millar, A Silent Suc tion creators, users, and society." Cox, cess: Master's Education in the United American Archival Analysis, 106. States (Baltimore, Md.: Johns Hopkins 31. For an example of professional curricu Univ. Pr., 1993); "The New Age Master's lum development in archival manage Degree," Research and Graduate Educa ment, see James O'Toole, "Curriculum tion: Newsletter of the Office of the Vice Development in Archival Education: A Provost for Research and Advanced Stud Proposal," American Archivist 53 (Sum ies and Dean of the Graduate College mer 1990): 460-66. (Ames: Iowa State University, Jan. 1994), 4. 32. See Terry Eastwood, "The Origins and 36. "The New Age Master's Degree," Re Aims of the Master of Archival Studies search and Graduate Education, 4. Programme at the University of British 37. Charles Dollar, Archival Theory and In Columbia," Archivaria 16 (1983): 35-52. formation Technologies: The Impact of 33. Toni Carbo Bearman, "The Education of Information Technologies on Archival Archivists: Future Challenges for Schools Principles and Methods (Ancona, Italy: of Library and Information Science," Jour- University of Macerata, 1992).

Volume 36, Number 2