Derechos protegidos por la tutela de derechos

37, 1 (February 1980): 44. See also interview with Laurenda Daniells, 6 October 1993. Laurenda Daniells discussed the development o f the UBC programme at length.

influence o f Roy Stokes, the head o f the school at the time and a British-educated scholar who advocated the traditional aspects o f archival work/°

With an expansion in the number o f faculty, the orientation o f the UBC programme changed. In 1987, Luciana Duranti, an Italian archivist, joined the university’s faculty; in 1994 Charles Dollar joined from the National Archives in the United States. By 1994, required courses included records management, government records in Canada, and automation in archives; students could also take a course on law and archives. Conservation was available as an elective, and by 1995 the thesis also became an optional element.

The UBC programme was followed by the establishment o f a Master’s Programme in Archival Studies at the Department o f History o f the University o f Manitoba. This programme received its first students in September 1991. As o f 1995, Tom Nesmith, formerly o f the National Archives o f Canada, was the head and only professor at the Manitoba programme. The first year o f the two-year graduate programme included three broad courses. A course on the history o f recorded communication explored the relationships between the types o f records created, the institutions responsible for their creation, and the wider society within which these institutions operate. A second course examined ‘selected problems in archival studies.’ This course began with an examination o f archival theory and practice in Europe and North America. It also considered contemporary problems in archival administration, including appraisal, arrangement and description, conservation, and management. A course in intellectual history was designed to prepare students to consider the societal context in which records were created and managed in Canada. Students then were to complete a practicum and write a thesis. As well, students had an opportunity to take an elective relevant to their

40 41

Interview with Terry Eastwood, 14 December 1993. See also interview with Laurenda Daniells, 6 October 1993. See also Eastwood, ‘The Origins and Aims o f the Master of Archival Studies Programme,’ esp. pp. 37-38.

University o f British Columbia, School o f Library, Archival and Information Studies, ‘Master of Archival Studies: Course Descriptions, Winter Session 1993/1994,’ (Vancouver: University o f British Columbia, 1993).

research interests, in such divergent areas as computer science, management, history, native studies, or art history

The most recent graduate programme was established at the University o f Toronto, which accepted its first students in September 1995. The degree, a Master o f Information Studies, was to be offered through the Faculty o f Information Science (renamed from the Faculty o f Library and Information Science in 1994). The programme encompassed both the previous degrees in librarianship and information science, with an added component in archival management. The consolidated degree was based on the premise that ‘the whole field surrounding ‘information’ — its definition, its creation, its management, and its use — demands a new style o f education.

The programme would offer three components: archival studies, library and information science, and information systems. While each component was to be distinctive in its purpose and content, the three would overlap at various points. Students would take core, required, and elective courses. The four core courses would cover the social environment o f information; the way information is presented, organised, and stored; the management o f information organisations; and research methods. The four required archival courses included archives concepts and issues; archives science and fimctions; archives programmes and services; and an introduction to information technology. Students would then take another eight electives to qualify for the degree. These might include a practical component and a major research project.

Barbara Craig, formerly o f York University Archives, was appointed to coordinate the archival stream o f the programme. She argued that, given the economic climate in universities in the 1990s, it was administratively easier to argue for the development o f one combined degree than the creation o f a new and separate archival degree to accompany two already existing programmes."^ She has suggested that the archival

42 43

T. Nesmith, ‘Hugh Taylor’s Contextual Idea for Archives and the Foundation o f Graduate Education in Archival Studies,’ in B.L. Craig ed.. The Archival Imagination: Essays in Honour o f Hugh A. Taylor (Ottawa: Association of Canadian Archivists, 1992): 13-37.

B.L. Craig, ‘The University of Toronto’s Master o f Information Studies Programme and Archives Education,’ ACA Bulletin 20, 1 (September 1995): 13.

stream is designed to ensure that ‘archives requirements in the future are met regardless o f the physical location o f either the record or the institution.’"^^

Algonquin College in Ottawa, Ontario, developed an Archives Technicians course, graduating its first students in 1993. The programme, extending over four semesters, includes four courses in English, four in French, two in Canadian history, and two in the history o f archives. As well, there were two courses in records management, two in archival research, one on public service, and a number on the arrangement, description, and conservation o f archival materials. According to the programme’s director, John Smart, the emphasis was on ‘hands-on’ work, with an accent on technical and practical training rather than regular lectures."^^

The Association o f Canadian Archivists has made several attempts to develop a post-appointment educational programme for working archivists. Introductory, advanced, and specialised courses were to be included in the programme, offered as two- or three- day workshops held in various parts o f the country, with a complete rotation o f courses offered over five years. However, as o f 1995 this programme had not developed as originally envisioned. Other archival and records management courses and programmes have also emerged across the country, including continuing education programmes offered by provincial archival associations, short courses offered as summer school programmes, and individual courses within larger degree programmes.

Fifteen years after the Consultative Group recommended the establishment o f graduate programmes for archivists, the educational opportunities for Canadian archivists in 1995 were vast and varied. As more sophisticated educational programmes developed, the archival profession began investigating issues such as the certification o f archivists and greater control over the profession. One step taken was to develop and pass a Code o f Ethics for Archivists in Canada, adopted by the Association o f Canadian Archivists in 1992. According to Heather MacNeil, a member o f the committee responsible for developing the code, it existed to serve a number o f purposes: ‘to assist members in the

Craig, ‘The University o f Toronto’s Master of Information Studies Programme,’ p. 14. Interview with John Smart, 22 October 1993, transcript p. 13.

resolution o f ethical dilemmas that may present themselves in the course o f their work; to promote ethical behaviour by the profession; and to communicate to society the values to which its members adhere.

The ACA code consisted o f two parts. The first referred to archival principles; the second to their application. Under the first section, Canadian archivists were mandated to adhere to six specific principles. The first was to ensure the intellectual integrity o f archival records by promoting ‘responsible physical custodianship’ for the benefit o f present and future users. The second was to perform archival work without discrimination o f any kind. The third was to promote the greatest possible use o f records, while giving due attention to personal privacy, confidentiality, and preservation. The fourth was to follow accepted archival principles and a high standard o f conduct. The fifth was to work to advance the field o f archival studies. The sixth was to ensure that professional knowledge and experience would be used to benefit society as a whole.

The second section advised on the application o f these principles. For example, archivists were required to respect their institutional mandates and resources while ensuring the integrity o f the fonds; and they were charged to respect donor agreements, governmental regulations, the physical care o f the records, and the full use o f archival materials in their care. Archivists were also to ensure their personal conduct remained professional and ethical, particularly with respect to the pursuit o f personal research and the advancement o f knowledge."^^

Some archivists questioned the enforceability o f the code o f ethics. The Association o f Canadian Archivists has not established the authority to control entrance into the profession. It could not discipline members for non-adherence to the code or other similar guidelines. As o f 1995, the ACA was investigating the expansion o f its

47

48 H. MacNeil, ‘Implementing the ACA Code o f Ethics,’ ACA Bulletin 20, 1 (September 1995): 8.

Association o f Canadian Archivists Ethics Committee, ‘A Code o f Ethics and Guidance for Archivists in Canada,’ quoted in full as Appendix I to T.I. May, ‘Archival Professionalism and Ethics: An Assessment o f Archival Codes in North America,’ M.A.S. thesis. University o f British Columbia, 1995, pp. 133-35.

professional responsibilities and the possibility o f certification or licensure, but no concrete steps have been taken in that direction/^