Scholarly and professional communication in archives: archival traditions and languages
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The differences between archival traditions have hindered communication between archival practitioners and scholars from different countries and traditions and have impacted on the success of international recordkeeping projects.Some of the concepts that underpin the current archival literature in English are difficult to translate, one of the reasons being that many other languages do not have a word for the concept of 'records'.Even within the Anglophone professional community, concepts and terms differ (likewise in the French-, German-and Spanish-speaking world and other language spheres).Records Continuum concepts, which have influenced the development of the international Records Management standard ISO 15489, are generally misunderstood outside of Australia.On the other hand, very little literature is available in English about archival theories and practices in non-Anglophone countries.More research is needed on the impact of language and culture on recordkeeping traditions and practices.In this special issue of Archives & Manuscripts, we are seeking to develop our knowledge base by bringing together authors that represent different archival traditions and practices.This issue covers important aspects of the archival traditions in France, Italy, Slovenia, Finland, Iceland, Russia, Belarus, Ukraine, Kazakhstan and Japan, and through the discussion of translations of the Universal Declaration on Archives, it brings insights from as far afield as the Dutch Caribbean Islands, the Philippines, China, Iran, Israel and the Arab world.In addition to these, contributions from Germany, Spain, Denmark and Canada were planned for this issue.However, due to increased workloads in the COVID-19 pandemic, the contributors were not able to submit their pieces.From the very first relationships archivists endeavoured across political and cultural borders, coping with differences between archival traditions has been a major challenge.One of the schemes to facilitate communication between archival practitioners and scholars from different countries and traditions was (and still is) the creation of glossaries and dictionaries.These tools, more often than not, are also used to standardise terminologies and practices and thereby contribute to further professionalisation.Such standardisation and professionalisation was the ambition of Dutch archivists Muller, Feith and Fruin who composed the Manual for the arrangement and description of archives (1898). 1 Not only in chapter 6 'on the conventional use of certain terms and signs', but throughout the book the authors strived to standardisation and uniformity in the arrangement and description of archives.Shortly after the publication of the Manual the first translation appeared: a German edition translated by Hans Kaiser, and closely supervised by the Dutch trio.The translation into another language and into another archival tradition led to many, especially terminological questions.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it