mages and brochure

ASSESSMENT – Urgency (10/03/2017)
To achieve a high distinctive (HD) mark, please consider the following four
• Criteria :Evidence of reading from the modules and additional reading to support the brochure text

To achieve HD – Demonstrated through extensive list of references and breadth of discussion

• Criteria : Quality of slide content to engage the audience

To achieve HD – Imaginative selection of slides that uses powerful images to engage and inform the audience

• Criteria : Evidence of understanding of qualities of archives as articulated in the UDA

To achieve HD – Sophisticated discussion informed by comprehensive reading of UDA and critiques of UDA

• Criteria :Ability to express yourself clearly to a novice audience, including use of ‘real life’ examples to illustrate or support your message; correct acknowledgment of sources using CSU APA 6th style

To achieve HD – Highly appropriate focus for specified audience; uses insightful and original examples to convey the message; excellently written; free from grammatical and spelling errors; all sources acknowledged with high standard of referencing

Value: 40%
Length: 1500 words plus slides (smaller than 10 MB)
Images and brochure: Explaining archives
Reference : 10 (2 key references + 8 other references)

As a university student, you have been invited to give a brief presentation on archives at a careers information night for final year secondary school students. This is an opportunity for you to advocate for archives. You are not expected to give specific career advice, but you can assume that the school students will not know much about archives. You have also been asked to provide a written brochure for the students to refer to afterwards.

Your purpose is to introduce the students to the world of archives in an appealing way. Your images should try to engage an audience that is used to interpreting visual messages. You may follow a particular story or you may choose individual images that make different points about archives. Using ‘real life’ examples can assist your ability to communicate to your audience.
The brochure should use the Universal Declaration on Archives (UDA) as the framework for explaining archives and the work of archivists.

There are two components to this task:
1. Select five images that convey the visual message about archives and assemble these as a slide presentation. You should include a title slide and a final slide that provides citations for the images and a brief statement of why you chose them, making a total of seven slides.

2. Prepare a text brochure (maximum 1500 words) on what archives are and what archivists do based on the UDA for the school students to read after they have seen your presentation. You should provide a list of references at the end of the brochure.

Key references
• International Council on Archives. (2011). Universal Declaration on Archives

• International Council on Archives, Section of Professional Associations. (2014). Brochure on Advocacy (This online reference should be useful for ideas on how to promote and explain archives).

Further information
The UDA is covered in Learning Module 5 of this subject. Further advice on how to approach this assignment will be provided in the early weeks of the session.

Eberhard, K., & McEwen, C. (2011). Development and implementation of the International Council on Archives’ Universal declaration on archives 2007-2011. , 39(1), 196-213. Archives and Manuscripts (This article describes the history of the development of the UDA and is available online through CSU Library).

To ensure students have thought broadly about the role that records, archives and archivists play in society and can communicate that understanding in a clear and considered manner.
In completing this task, students should be able to demonstrate understanding of a coherent body of knowledge surrounding key archival principles and theories (Learning Outcome 1) and to demonstrate understanding and apply critically knowledge of the concepts of authenticity, reliability and integrity of records (Learning Outcome 2).