Close Readings

Ever since high school, I have been told to always use academic sources for any paper but never taught until college how to properly close read an academic source. Most times I’m skimming readings and only retaining most of the information. While reading the two sources I found, I was focusing on finding arguments and evidence that pertained to my thesis topic and looking past the fluff in the sources. I have learned that academic sources are structured in an organized way with sub-topics. Finding important information is easier with academic sources than a website. 

From research methods, I have learned how to recognize citation formats and what type of formats are best suited for certain types of papers. I have also formed the habit of looking over the citations to see where the author found their information and possibly visit some of their sources. The two academic sources I found were both on the topic of digital film restoration and both used interviews as their main source of information. I found that a lot of quality information came from the interviews since it is straight from the source and not another academic article. One source interviewed multiple archives in Europe to compare restoration techniques. The other source interviewed a restoration technician on his background in film. I ended up getting better information from the source that interviewed the technician. His stories were more personable and interesting, he told details about movie studios that aren't normally mentioned such as how they used to store their films; in a storage room with a hole in the roof and no temperature and humidity control. I find that interviews have less dry information than other types of research methodologies. 

TURCI, ARIANNA. "The use of Digital Restoration within European Film Archives: A Case Study." The Moving Image: The Journal of the Association of Moving Image Archivists 6, no. 1 (2006): 111-124.

Belton, John. "Getting it Right: Robert Harris on Colour Restoration." Film History: An International Journal 12.4 (2000): 393-409. ProQuest. Web. 10 Oct. 2017.

Close Reading Conclusions

I believe I have been exposed to the concepts of close reading before Research Methods began, but perhaps have just never called it by its name. I have utilized scholarly articles before for other classes and research projects, so I do have some experience dissecting literature to pinpoint an argument. However I haven't, until starting Research Methods, engaged with an article in such a structured way as identifying not only the research question and conclusion, but also identifying the research methodology and type of evidence the author presents.

I think that in learning to recognize and identify methodologies and evidence, I am getting better at comparing and qualifying different articles, especially while doing research for my thesis. I just read an article about the use of Web 2.0 features in online archives catalogs to enhance user browsability. The research methodology included a review of existing literature on the subject, a survey of a number of online catalogs of archives, and interviewed archives staff members regarding their opinions of the use of Web 2.0 features. Unfortunately, I feel that the researcher left out a major group which could have led to a more sound conclusion: users of digital catalogs. The research question asked if the effects of Web 2.0 enhanced users' ability to browse online catalogs, but the researcher never interviewed users of online catalogs. The interviews with archives staff did provide some insight into other aspects of the study that were beneficial to it's results, however there was not enough evidence collected to reach a conclusion one way or another about the effects of Web 2.0 regarding the success of online archives catalogs. After reading this article, I realized it probably isn't the strongest source of evidence for my own research topic.


Gresham, Emily, and Sarah Higgins. "Improving Browsability of Archive Catalogues using Web 2.0." Library Review 61.5 (2012): 309-26. ProQuest. Web. 27 Sep. 2017.

Joseph, Frances. “The New Zealand Design Archives: Digital Resource Building and Design History.” Journal of Design History, vol. 14, no. 3, 2001, pp. 227–236. JSTOR, JSTOR, www.jstor.org/stable/3527148.

Musings on Museum Studies Research Methods and Close Reading

Before starting this class, I had a vague recollection of what close reading was.  I say a ‘vague recollection,’ because I’m fairly certain we covered close reading in a class in high school-- and then I never thought about it again.  This is because, at the time, it seemed like a colossal waste of time.  I’ll admit that sometimes it still does, especially when I know that I’m looking at a source solely to glean a single, specific fact or piece of evidence to support my argument or idea.  However, in light of the work we have been doing on close reading over the past few weeks, I can see its value in some situations.  For example, I frequently use academic search engines such as ProQuest to locate articles and texts to use for papers and projects.  However, as we all know, while search engines can be wonderful tools that save us time we would otherwise spend searching through every publication known to man for one article that suits our needs, there’s still a necessary element of human evaluation that is required after they return our search results.  Keyword searching, even with the use of parenthesis and modifiers (e.g. AND/OR), is an imperfect science.  For instance, for my thesis research I have tried every combination and permutation of “science museum/centre” and “history exhibit” that I can think of.  And of course, these searches have turned up hundreds of well-written scholarly articles that happen to feature those phrases… and have absolutely no relevance to my topic.  Some of these articles even have titles that appear to be relevant, like Alan Friedman’s October 2010 Physics Today article entitled “The Evolution of the Science Museum,” which, unfortunately for me and my work, covers more of a shift in visitor groups than in the types of content displayed.  I wouldn’t have known this, however, unless I performed a close reading of the article and determined that Friedman’s research question was something akin to “who were-- and are-- science museums for?” rather than, “how did the content displayed my science museums shift?” as I had hoped.1  In this way, close reading has helped me to weed out the works that are not appropriate (leaving me with disappointingly little to work with at the moment), which ultimately saves me the time and eventual headache when I realize that what I thought was an appropriate source actually isn’t.

Aside from those revelations about close reading, what has struck me the most about researching for museum studies is that it differs little from researching any other topic with regards to the wide range of methods that are used.  To write one article, an author might conduct a survey, read previous academic literature on the topic, pull from primary sources like newspapers, magazines, interviews or diaries, or even use simple websites.  However, despite the wealth of information provided by this variety of research methods, it is important to remember that not all sources are created equal.  For example, it is perfectly acceptable to conduct a survey to gain insight or data.  However, you have to go about doing so in a way that minimizes bias and maximizes diversity within your chosen sample.  As was discussed in class, this was not the case with Emily Fekete’s Facebook survey on the Garbage Plate, which she later used as significant evidence in her article, “‘I Know I’m Home When I Have One:’ The Cultural Significance of the Garbage Plate of Rochester, NY.”  Fekete never specified if this survey was conducted publically, or simply amongst her Facebook friends.  If it was the later, then it is safe to assume the existence of bias and a lack of diversity amongst the friend group of Rochester native Fekete.  In addition to this, a close reading and examination of her sources reveals the use of a number of private or commercial websites, which can be easily influenced or manipulated by their owners.  This makes them unreliable sources and anything published on them should be taken with a grain of salt, something which Fekete does not appear to do.2  In short, while variety in sources and research methods is good, sources cited within sources should be checked for accuracy and reliability, something which close reading can aid in.

1Alan Friedman. "The Evolution of the Science Museum." Physics Today 63, no. 10 (October 2010): 45.

2Emily Fekete.  “‘I Know I’m Home When I Have One:’ The Cultural Significance of the Garbage Plate of Rochester, NY,” Material Culture, Vol 46, No. 1, pp. 25-43 (2014)