University of
LIS 2223 Archival Access and Advocacy, Spring Term 2004
Office and
Telephone: SIS 648;
412-624-3245
Office Hours: Mondays
The
successful application of the archival functions of reference or access and
advocacy is essential to the use of archival records and historical manuscripts
and the adequate management (and health) of the programs caring for them.
Archival
reference or access to archives and historical records is a fundamental and
necessary function of the professional archivist and the archival
repository. This archival function
possesses significant differences from related functions in other information
professions because of the nature of the records being serviced.
Archival
advocacy, often called public programming or outreach, which archivists have
adopted to build public support for their programs, is a closely related function.
Advocacy is particularly important to archivists, manuscripts curators and
other records professionals because of the many competing information sources
and because of technological and other changes to the manner in which archives
and historical records are made accessible.
Archival
access and advocacy are the archival functions bridging the professional work
of archivists and other records professionals to a variety of publics
interested in the welfare of the documentary heritage. Archival access and advocacy depends on the
quality of appraisal and descriptive work while also enhancing both the meaning
and understanding of archives as a public good.
These functions also highlight the value of records for evidence,
information, societal and organizational memory, and accountability.
The
purposes of this course are to introduce students to the theoretical
foundations, principles, and practices of archival access and advocacy so that
they are proficient in carrying out these crucial functions.
Students will learn about
·
how archival records series and manuscript collections
are handled in the reference room setting
·
the increasing use of online systems and the Internet/World Wide Web to
provide both access to and advocacy on behalf of archives and historical
manuscripts programs
·
the factors supporting the importance of understanding actual and
potential use of archival records
·
how use relates to archival advocacy
·
issues such as media coverage of archives and historical manuscripts,
tensions between privacy and access, and intellectual property and copyright
·
other critical matters affecting the use of archives and
historical records.
This
course will consist of two sections:
· a detailed review of the basic principles and methodologies of archival reference and access
·
a consideration of archival public programming, outreach, and
advocacy, with a focus on particular case studies regarding the importance of
records and archives.
Course Requirements and Grading: Masters Students.
There are a number of
requirements for the course. Students
will be expected to be able to discuss the reading assignments and to
participate in class discussions. The
class will generally be run like a seminar, with discussions focusing on the
assigned readings; the instructor will provide formal introductory lectures on
key aspects of archival arrangement, description, and reference throughout the
course. Each student will be expected to
complete one major assignment. Failure to complete this assignment will result
in a failing grade in the course.
The
major assignment can be an analysis of use of records in a particular
archives or records repository, a review of a case study reflecting the value
of records and archives in society, or a critical evaluation of the use by
archives of Web homepages for providing access to their records (an examination
of at least five to ten archives homepages on the World Wide Web). This assignment is due by session fourteen (
The
analysis of the archives homepages
includes the writing of a critical evaluation of how the repositories are
treating finding aids, the tools being offered for determining holdings, how
the value of records are being described, and any other aspects the student
believes are relevant to the topic of archival access and advocacy. Students
deciding to do this assignment should use http://www.uidaho.edu/special-collections/Other.Repositories.html
, which is a master web site for archives home pages. Students should use the home pages to contact
the archivist or archivists involved in its design in order to write the
evaluation. And, the students should
consider the effectiveness, potential or real, of making traditional finding
aids available over the Internet. This
paper should be at least 20 pages.
In
this assignment, students could focus on one repository homepage, compare three
to five homepages of similar repository type (such as state government archives
or regional historical societies), or compare and contrast three to five
homepages of different types of repositories (such as contrasting municipal
government to state government repositories or evaluating the differences and
similarities of private local historical societies to publicly funded
government records programs). For useful
background essays, students should read William Landis, “Archival Outreach on
the World Wide Web,” Archival Issues 20, no. 2 (1995): 129-147, Jenni Davidson and Donna McRostie,
“Webbed Feet: Navigating the Net,” Archives and Manuscripts 24 (November
1996), and David Wallace, “Archival Repositories on the World Wide Web: A
Preliminary Survey and Analysis,” Archives and Museum Informatics 9, no.
2 (1995): 150-168. It is expected that
students will carry out this evaluation by examining scholarly and other
critical evaluation of the Web, the topical areas or programmatic types
represented by the archival repositories, and other relevant literature
necessary for producing a thoughtful and comprehensive analysis.
The
review of the case study must focus
on one particular incident, event, movement, or controversy that stresses the
importance of records and archives in society.
The case study should review the history and details of the particular
case, consider how or if archivists and other records professionals were
involved in the case, and summarize what the case adds to our understanding of
the value of records in society.
Examples of article length analyses of such case studies are David Bearman, "The Implications of Armstrong v. Executive
Office of the President for the Archival Management of Electronic
Records," American Archivist 56 (Fall 1993): 674-689 and Bruce P.
Montgomery, "Nixon's Legal Legacy: White House Papers and the
Constitution," American Archivist 56 (Fall 1993): 586-613. Students should also review the various
essays in Richard J. Cox and David A. Wallace, eds., Archives and the Public
Good: Accountability and Records in Modern Society (
The
analysis of use of records in a
particular archives or records repository must result in a detailed description
of use in a particular archives or records repository, based either on three
days of observation of reference interactions or an analysis of user records
the archives or records repository maintains.
The student is responsible for contacting and working out arrangements
for conducting the user analysis. The
student needs to determine a particular methodology for the study, such as David
Bearman, "User Presentation Language in
Archives," Archives and Museum Informatics 3 (Winter 1989-90): 3-7,
and follow this particular methodology, producing a comparison of findings.
Students
who are expanding on papers completed in LIS 2220, Records and Knowledge
Management, should be more specific in their written paper proposal handed in
on session four (January 27, 2004).
Students continuing to work on such papers must demonstrate a
considerably wider range of reading of the appropriate professional literature
and/or a more sophisticated research methodology (as well as demonstrating a
connection with the topics being treated in this course). In order to receive a passing grade the
student will have to present a paper that must reflect deeper thinking about
the topic and a greater grasp of the nuances of professional debate, theory,
methodology, and practice. It is also
expected that these papers will be longer than the 20-25 pages length because
of this fuller treatment by the student.
The final version of this paper is also due week fourteen (
The final grade for Masters students
will be based on the following:
Class
participation and discussion 40%
Project
or Research Paper 60%
Whatever major writing activity
the student is undertaking must be described in a page-long statement handed in
on week four (January 28, 2003) of this course.
Course
Requirements and Grading: Doctoral Students
The primary assignment for doctoral students taking this course is
a major, publishable paper of 25-35 pages on any aspect of archival access,
reference, or advocacy that the student is interested in or that relates to the
student's ongoing dissertation research.
This
paper should show a wide reading of the existing literature and can look at the
topic from a theoretical or applied perspective. Broad examples of topics for this paper are
as follows:
·
citation analysis and the implications for archival reference services
and access
·
impact of electronic records and other new information technologies on
archival reference and access
·
implications of media coverage of archives and records matters (such as
Holocaust survivors’ assets, tobacco industry litigation, or the Enola Gay
exhibition controversy) for archival access and advocacy
·
implications of issues like intellectual property, privacy, and
government secrecy for archival access and advocacy
Students
should hand in a one page description of what they intend to look at and write
about in this paper by the fourth class session (
Doctoral
students working in, or who have worked in, archival repositories are
encouraged to select topics for this longer assignment relating to these
institutional settings and repositories. Students interested in pursuing this
kind of focused assignment should plan to make prior arrangements with the Instructor.
In
writing this paper students are required to have mastered the readings in this
syllabus, and they should be able to demonstrate that they have examined
relevant literature and studies in related fields such as library and
information science and historical studies. Doctoral students who go beyond the
archival literature in their background reading will do better on these papers,
producing something with potential for publication.
The
final grade for Doctoral students will be based on the following:
·
Class participation and discussion (30%)
·
Research paper (70%)
Students
should adhere to the latest edition of the Chicago Manual of Style in
the preparation of their papers.
Students should acquire, if they do not have a copy already, the latest
edition of Kate L. Turabian, A
Manual for Writers of Term Papers, Theses, and Dissertations published by
the
Any
paper submitted not meeting the standards of this style manual will lose one letter grade for the particular
assignment.
Class
participation and discussion, as the final grade weighing reflects, are
extremely essential for this course's success and the student's educational experience:
·
Each student will be expected to participate fully
and regularly in class discussions about the readings, session topics, and
other matters related to archival science.
·
Each student will be expected to meet at least once during the course with the Instructor in order to discuss his
or her progress and work on the assignments.
·
Students who do not fully
participate in class discussions will receive no higher than a "B"
for this course.
The
Instructor will take into account the possibility of a larger class size
affecting class participation when considering the grade for the course.
Each
student also will be expected to read the daily national edition (seven day
coverage) of the New York Times, making note of news and other coverage
of stories with implications for archives and records management. Students will be expected to bring to class
relevant articles for discussion and analysis.
A portion of the beginning of each class will be devoted to these
discussions. Students should check into
the availability of a subscription to this newspaper, or make arrangements with
a local bookstore or newsstand for reserving a daily copy of this newspaper for
purchase.
Course Requirements and
Grading: Incompletes
No incomplete grades will be given for this course, unless there are dramatic or emergency circumstances affecting a student's ability to meet course requirements. If an incomplete is necessary, students will have until May 31st to complete the requirements.
Each
week includes a set of required readings.
Students should read the required essays and books and be prepared to
discuss them in class and to draw on them for their writing assignments. The reading list is not intended to be
comprehensive, but it is rather intended to introduce students to the classic
writings and most important texts on the topic of archival access and advocacy.
A
number of books are recommended for purchase through the Society of American
Archivists, including
Mary Jo Pugh, Providing Reference Services for
Archives and Manuscripts (Chicago: Society of American Archivists,
1992)
Elsie Freeman Finch, ed., Advocating Archives: An
Introduction to Public Relations for Archivists (Metuchen, New Jersey:
Society of American Archivists and the Scarecrow Press, Inc., 1994).
Heather MacNeil, Without
Consent: The Ethics of Disclosing Personal Information in Public Archives
(Metuchen, N.J.: Scarecrow Press, 1992).
Laura B. Cohen, ed. Reference Services for
Archives and Manuscripts (New York: Haworth Press, Inc., 1997).
Other
volumes should be purchased through any online or other bookstore of the
student's choice (some of these volumes also may be available for purchase
through the Society of American Archivists); the required volumes include:
Joyce Appleby, Lynn Hunt, Margaret Jacob, Telling
the Truth About History (New York: W.W. Norton
& Co., 1994).
Erna Parks, Long Shadows:
Truth, Lies and History (
Deborah Lipstadt, Denying
the Holocaust: The Growing Assault on Truth and Memory (New York: Free
Press, 1993).
Richard J. Evans, Lying About Hitler: History,
Holocaust, and the David Irving Trial (
Athan G. Theoharis,
ed., A
Culture of Secrecy: The Government Versus the People’s Right to Know
(Lawrence: University Press of Kansas, 1998).
Edward T. Linenthal and Tom Engelhardt,
eds., History Wars: The Enola Gay and
Other Battles for the American Past (New York: Metropolitan Books, 1996) or
any other book on the Enola Gay exhibition controversy, such as Steven C. Dubin, Displays of Power: Controversy in the American
Museum from the Enola Gay to Sensation (New York: New York University
Press, 1999); Martin Harwit, An Exhibit Denied: Lobbying the History of
Enola Gay (New York: Copernicus, 1996); or Timothy W. Luke, Museum
Politics: Power Plays at the Exhibition
(Minneapolis: University of Minnesota Press, 2002).
Edward T. Linenthal, The Unfinished Bombing:
Kenneth E. Foote, Shadowed Ground: America’s
Landscapes of Violence and Tragedy (Austin: University of Texas Press,
1997)
Barbie Zelizer, Covering
the Body: The Kennedy Assassination, the Media, and the Shaping of Collective Memory (Chicago: University of
Chicago Press, 1992).
Janna Malamud Smith, Private
Matters: In Defense of the Personal Life (Reading, Massachusetts:
Addison-Wesley Publishing Co., Inc., 1997).
Miles Harvey, The
Martha S. Feldman, Order Without
Design: Information Production and Policy Making (Stanford: Stanford
University Press, 1989).
Richard J. Cox and David A.
Wallace, eds., Archives and the Public Good: Accountability and Records in
Modern Society (
All
required books and copies of the “required” articles will be on Reserve as
well.
INTRODUCTION
Session 1 (
Introduction
to Course and Course Requirements
Session 2 (
What Are Archival Access,
Reference, and Advocacy?
History and Definitions;
Their Place in Archival Institutions; Their Relationship to Each Other; Issues
and Debates. The Origins, Philosophical and
Theoretical Principles of Archival Advocacy and Public Programs and of Archival
Access and Reference
Required
Sue E. Holbert, Archives
and Manuscripts: Reference & Access (Chicago: Society of American
Archivists, 1977).
Lucille Whalen, ed., Reference Services in
Archives (New York: Haworth Press, 1986).
Read selectively.
Ann E. Pederson and Gail
Farr, Archives & Manuscripts: Public Programs (Chicago:
Society of American Archivists, 1982).
Philip C. Brooks, Research in Archives: The Use
of Unpublished Primary Sources (Chicago: University of Chicago Press,
1969). Read selectively.
Elsie Freeman Finch, ed., Advocating
Archives: An Introduction to Public Relations for Archivists (Metuchen, New
Jersey: Society of American Archivists and the Scarecrow Press, Inc., 1994).
Trudy H. Peterson, “
David B. Gracy,
“Archivists, You Are What People Think You Keep,” American Archivist 52 (1989): 72-78.
SECTION
ONE: ARCHIVAL REFERENCE AND ACCESS
Session 3 (
Administering Archival Reference Programs
Required
Paul Conway, “Facts and Frameworks: An Approach to
Studying the Users of Archives,” American Archivist 49 (Fall 1986): 393-407.
Mary Jo Pugh, Providing
Reference Services for Archives and Manuscripts (Chicago: Society of
American Archivists, 1992).
Laura B. Cohen, ed. Reference Services for
Archives and Manuscripts (New York: Haworth Press, Inc., 1997). Read selectively.
Janice E. Ruth, “Educating the Reference Archivist,”
American Archivist 51 (Summer 1988): 266-76.
Bruce W. Dearstyne, “What
Is the Use of Archives? A Challenge for the Profession,” American
Archivist 50 (Winter 1987): 76-87.
Elsie T. Freeman, “In the Eye of the Beholder:
Archives Administration from the User’s Point of View,” American Archivist
47 (Spring 1984): 111-23.
Mary Jo Pugh, “The Illusion of Omniscience: Subject
Access and the Reference Archivist,” American Archivist 45 (Winter
1982): 33-44.
Linda J. Long, “Question Negotiation in the Archival
Setting: The Use of Interpersonal Communication Techniques in the Reference
Interview,” American Archivist 52 (1989): 40-50.
Susan L. Malbin, “The
Reference Interview in Archival Literature,” College and Research Libraries
(January 1997): 69-80.
Avra Michelson, “Description and
Reference in the Age of Automation,” American Archivist 50 (Spring
1987): 192-208.
Session 4 (
Testing Archival Access and Reference: Research and
Case Studies
Required
William J. Maher, “The Use of User Studies,” Midwestern
Archivist 11, no. 1 (1986): 15-26.
Paul Conway, Partners in Research; Improving
Access to the Nation’s Archives (Pittsburgh: Archives and Museum
Informatics, 1994). Read selectively.
Richard H. Lytle, “Intellectual Access to Archives:
I. Provenance and Content Indexing Methods of Subject Retrieval,” American
Archivist 43 (Winter 1980): 64-75; “Report of an Experiment Comparing
Provenance and Content Indexing Methods of Subject Retrieval,” ibid.
(Spring 1980): 191-206.
David Bearman, “User
Presentation Language in Archives,” Archives and Museum Informatics 3
(Winter 1989-90): 3-7.
Ann D. Gordon, Using the Nation’s Documentary
Heritage (Washington, D.C.: Historical Documents Study, 1992). Read selectively.
Elizabeth Yakel and Laura L. Bost. “Understanding Administrative Use and Users
in University Archives,”
American Archivist 57 (1994): 596-615.
Wendy Duff and Catherine A. Johnson, “Accidentally
Found on Purpose: Information-Seeking Behavior of Historians in Archives,” Library
Quarterly 72 (October 2002): 472-496.
Other Recommended
Dianne L. Beattie, “An Archival User Study:
Researchers in the Field of Women’s History,” Archivaria
29 (Winter 1989-90): 33-50.
Paul Conway, “Research in Presidential Libraries: A
User Survey,” Midwestern Archivist 11, no. 1 (1986): 35-56.
Clark A. Elliott, “Citation Patterns and
Documentation for the History of Science: Some Methodological Considerations,” American
Archivist 44 (Spring 1981): 131-42.
Jacqueline Goggin, “The Indirect
Approach: A Study of Scholarly Users of Black and Women’s Organizational
Records in the Library of Congress Manuscript Division,” Midwestern
Archivist 11, no. 1 (1986): 57-67.
Fredric M. Miller, “Use, Appraisal, and Research: A
Case Study of Social History,” American Archivist 49 (Fall 1986):
371-92.
Topic for
Longer Assignment Due
Session 5 (
Ethics,
Access, and the Relationship Between the Researcher
and the Reference Archivist
Elena S. Danielson. “The Ethics of Access,” American
Archivist 52 (Winter 1989): 53-62.
Page Putnam Miller, Developing a Premier National
Institution: A Report from the User Community to the National Archives ([
Mary N. Speakman, “The
User Talks Back,” American Archivist 47 (Spring 1984): 164-71.
Barbara C. Orbach, “The
View From the Researcher’s Desk: Historians’
Perceptions of Research and Repositories,” American Archivist 54 (Winter
1991): 28-43.
Helen Tibbo, “Interviewing
Techniques for Remote Reference: Electronic Versus Traditional Environments,” American
Archivist 58 (Summer 1995): 294-310.
Wendy
M. Duff and Catherine A. Johnson, “A Virtual Expression of Need: An Analysis of
E-mail Reference Questions,” American Archivist 64 (Spring/Summer 2001):
43-60.
Roland M. Baumann, “The Administration of Access in
Confidential Records in State Archives: Common Practices and the Need for a
Model Law,” American Archivist 49 (1986): 349-69.
Students should read the Society of American
Archivists Code of Ethics, available at http://www.archivists.org/governance/handbook/app_ethics.asp
and the
ALA-SAA
Joint Statement on Access: Guidelines for Access to Original Research Materials,
available at http://www.archivists.org/statements/alasaa.asp
Janna Malamud Smith, Private
Matters: In Defense of the Personal Life (Reading, Massachusetts:
Addison-Wesley Publishing Co., Inc., 1997).
Read selectively, focusing on aspects related to the questions of access
to her father’s papers.
Session 6
(February 10, 2004)
Legal Issues and Related Concerns in Access to
Archival Records
Required
Heather MacNeil, Without
Consent: The Ethics of Disclosing Personal Information in Public Archives
(Metuchen, N.J.: Scarecrow Press, 1992).
Read selectively.
Miles Harvey, The
Raymond H. Geselbracht.
“The Origins of Restrictions on Access to Personal Papers at the Library of
Congress and the National Archives,” American Archivist 49, 2 (Spring
1986): 142-162.
Eric Ketelaar. “The Right to Know, the Right to Forget? Personal
Information in Public Archives,” Archives and Manuscripts 23, 1 (1995):
8-17.
Sara S. Hodson, “Private Lives:
Confidentiality in Modern Manuscript Collections,” Rare
Books and Manuscripts Librarianship 6 (1991): 108-18.
Diane S. Nixon, “Providing Access to Controversial
Public Records: The Case of the Robert F. Kennedy Assassination Investigation
Files,” Public Historian 11 (Summer 1989): 29-44.
Michael Les Benedict, “Historians and the Continuing
Controversy over Fair Use of Unpublished Manuscript Materials,” American
Historical Review 91 (October 1986): 859-81; “A Different Perspective on
Copyright,” Journal of Policy History
5, no. 2 (1993): 302-06.
Kenneth D. Crews, “Unpublished Manuscripts and the
Right of Fair Use: Copyright Law and the Strategic Management of Information
Resources,” Rare Books & Manuscripts Librarianship 5, no. 2
(1990): 61-70.
Irene Kearsey. “Some
Problems in Placing Modern Medical Records in Public Archives,” Archives and
Manuscripts 17, 2 (November 1989): 183-196.
Session 7 (
Archival Access, Reference, and Advocacy in a Changing
Culture: Documenting or Commemorating 9/11?
Richard J. Cox with Mary K. Biagini, Toni Carbo, Tony Debons,Ellen Detlefsen, Jose Marie Griffiths, Don King, David Robins, Richard Thompson, Chris Tomer, and Martin Weiss, "The Day the World Changed: Implications for Archival, Library, and Information Science Education," First Monday 6-(December 3rd 2001), available at http://firstmonday.org/issues/issue6_12/cox/
Students may choose to
read one of the following two books:
Edward T. Linenthal, The Unfinished Bombing:
Kenneth E. Foote, Shadowed Ground: America’s
Landscapes of Violence and Tragedy (Austin: University of Texas Press,
1997)
Students also should search on the Web for sites
related to the commemoration of events related to the terrorist attacks of
SECTION TWO: ARCHIVAL PUBLIC PROGRAMMING, OUTREACH, AND ADVOCACY
Session 8 (
Advocacy in a Postmodern
Age: Archives and Societal Memory
Joyce Appleby, Lynn Hunt,
Margaret Jacob, Telling the Truth About History
(New York: W.W. Norton & Co., 1994).
Read selectively.
Erna Parks, Long Shadows:
Truth, Lies and History (
The notion of public memory
has become a major industry in historical and sociological scholarship, with
tremendous implications for archives and records management. Other volumes
worth looking include:
Benedict Anderson, Imagined Communities: Reflections on the
Origin and Spread of Nationalism, rev. ed. (New York: Verso, 1991).
John Bodnar, Remaking
Stewart Brand, The Clock of the Long Now: Time and
Responsibility (New York: Basic Books, 1999).
Ian Buruma, The Wages of Guilt: Memories of War in
Paul Connerton, How
Societies Remember (Cambridge: Cambridge University Press, 1989).
Frances Fitzgerald,
Todd Gitlin, The Twilight of Common Dreams: Why America
is Wracked by Culture Wars (New York: Metropolitan Books, Henry Holt
and Co., 1995).
David Glassberg, Sense
of History: The Place of the Past in American Life (
James Green, Taking History to Heart: The Power of the Past in Building Social
Movements (
Maurice Halbwachs,
On Collective Memory,
ed. & trans. Lewis A. Coser (Chicago: University
of Chicago Press, 1992).
James Davison Hunter, Culture Wars: The Struggle to Define
Patrick H. Hutton, History as an Art of Memory (Hanover: University of Vermont,
1993).
Jacques Le Goff, History and Memory, trans. Steven Rendall and Elizabeth Claman (New York: Columbia University Press, 1992).
George Lipsitz, Time
Passages: Collective Memory and American Popular Culture
(Minneapolis: University of Minnesota Press, 1990).
James W. Loewen, Lies My Teacher Told Me: Everything Your
American History Textbook Got Wrong (New York: The New
Press, 1995).
David Lowenthal, The Heritage Crusade and the Spoils of History (Cambridge:
Cambridge University Press, 1996).
David Lowenthal, The Past Is A Foreign Country
(New York: Cambridge University Press, 1985).
Matt K. Matsuda, The Memory of the Modern (New York: Oxford
University Press, 1996).
Gary B. Nash, Charlotte Crabtree, and Ross E. Dunn,. History on
Trial: Culture Wars and the Teaching of the Past (New York: Alfred
B. Knopf, 1997).
Roy Rosenzweig and David Thelen, The
Presence of the Past: Popular Uses of History in American Life (New York: Columbia University Press,
1998).
Raphael Samuel, Theatres of Memory. Volume 1:
Past and Present in Contemporary Culture (New York: Verso, 1994).
Peter N. Stearns, Meaning Over Memory: Recasting the Teaching of Culture and History (Chapel
Hill: University of North Carolina Press, 1993).
Session 9 (
On Trial: Archives and Evidence
Deborah Lipstadt,
Denying the Holocaust: The Growing Assault on Truth and Memory (New
York: Free Press, 1993). Read
selectively.
Richard J. Evans, Lying
About Hitler: History, Holocaust, and the David Irving Trial (
The Holocaust, the trial about the veracity of this event and the issues of reparations for its victims, has led to a large amount of scholarly and other analysis with insights into the value of records for evidence. Students might want to read portions of the following:
Tom Bower, Nazi Gold: The Full Story of the Fifty-Year
Swiss-Nazi Conspiracy to Steal Billions from Europe’s Jews and Holocaust
Survivors (New York: Harper
Collins Publishers, 1997).
Hector Feliciano, The Lost Museum: The Nazi Conspiracy to Steal
the World’s Greatest Works of Art (New York: HarperBooks,
1997).
Jeanette Greenfield, The Return of Cultural Treasures
(Cambridge: Cambridge University Press, 1989).
William H. Honan, Treasure Hunt: A New York Times Reporter
Tracks the Quedlinburg Hoard (New York: Fromm International Publishing Corporation, 1997).
Itamar Levin, The Last Deposit: Swiss Banks and Holocaust
Victims’ Accounts, trans.
Natasha Dornberg (Westport, Conn.: Praeger, 1999).
Heather MacNeil,. Trusting Records: Legal, Historical, and Diplomatic
Perspectives (Dorddrecht: Kluwer
Academic Publishers, 2000).
Lynn H. Nicholas, The Rape of Europa: The
Fate of Europe’s Treasures in the Third Reich and the Second World War
(New York: Vintage Books, 1994).
Jonathan Petropoulos, Art as Politics in the
Third Reich (Chapel Hill: University of North Carolina Press, 1996).
Jonathan Petropoulos, The
Faustian Bargain: The Art World in Nazi
Michael Sherma and Alex Grobman, Denying History: Who Says the Holocaust Never
Happened and Why Do They Say It? (
Elizabeth Simpson, ed., The Spoils of War: World War II and Its Aftermath; The Loss, Reappearance, and Recovery of Cultural Propert