# 

###### Published by the DOI Departmental Consulting Archeologist/NPS Archeology         Program, National Park Service, Washington, DC, February 2006.

 This technical brief outlines some of the public benefits of archeological         collections as seen by the managers of collections repositories across         the nation. Case studies show many ways that curators find archeological         collections to benefit audiences with different interests and needs. Using         archeological collections also benefits the repositories themselves by         offering opportunities to demonstrate the significance of the holdings,         reinforce the importance of proper management, provide a valuable public         service, fulfill institutional goals of outreach and research and, most         of all, activate the potential of archeology to benefit the public. 

## Introduction

 Archeological collections are rich resources for building outreach programs       that engage the public, in exploring the depth and diversity of the past.       The collections provide building blocks for acquiring skills and knowledge       that are useful in modern life by investigating the material evidence of       past peoples and learning lessons from their experiences. In these ways,       archeological collections open avenues of inquiry for new approaches to       old problems and enable professionals to assess the relevance of curatorial       practice in contemporary society. 

 Outreach programs have a wealth of material available to them as a result       of archeology, perhaps even more than some curators realize. Beyond artifacts,       archeological collections can include many other kinds of materials, such       as soil samples, photographs, maps, research and excavation reports, project       notes, oral histories, ethnographic records, and other information pertinent       to an excavation. They tend to be managed by federal and state agencies,       tribes, and local constituencies in many kinds of repositories, including       libraries, historical societies, parks, museums, colleges and universities,       and even private collections. Note, however, that many other places care       for archeological materials, including tribal heritage centers and cultural       resource management companies. Members of the curatorial staff within the       repositories, however, are not necessarily archeologists and may demonstrate       a lack of understanding about archeology. This lack of familiarity impedes       their ability to explore the full potential of archeological collections       for outreach and education. 

Archeologists and non-archeologists alike must seek creative applications       for the collections they curate. Outreach provides an outlet to educate       the public and encourage questions about the past and present. Whether well-versed       or new to archeology, museum professionals should understand that responsible       curation involves making the resources of archeological collections available       as a means for everyone to learn about the past. 

## Finding a Purpose for Curation

 Archeological curation faces many difficulties, among them the roles for       collections to play after an archeological project is complete. Many repositories       find that the acquisition of archeological materials far outpaces their       use (Sullivan and Childs 2003). Although curation and conservation are often       considered the final step in processing excavation materials, these processes       actually prepare the collections for future uses. Rooting the purpose for       curation in archeological outreach helps to define why archeology places       such emphasis on the appropriate and diligent care of collections. The current       crisis in curation investigates why repositories should keep archeological       collections and also inspires the development of ways to manage collections       effectively.

Many collections managers, particularly those who are not archeologists,       perceive archeological collections as tedious to work with, expensive to       process, and taking up a lot of space - all for little benefit. Some curators'       attitudes indicate unawareness of the applications and benefits of archeological       collections by questioning what the collections are good for beyond archeological       work. They are concerned with whether or not the curation of archeological       collections is worth the expense and time spent. Archeologists who have       tested this question find resounding evidence that putting effort into the       curation and accessibility of collections is, indeed, worth it, as shown       in the case studies in this technical brief.

The curation crisis has brought to light some disturbing questions. For       example, why do many archeologists ignore older collections when doing their       research? Or consider curation to be less important than excavation? S.       Terry Childs and Lynne P. Sullivan (2004: 16) note that an increasing number       of archeologists, interpreters, educators, culturally affiliated groups,       and members of the public ask why collections should be kept if they are       not accessible for activities such as research, interpretation, heritage       programs, and exhibition. 

 Making collections available and useful is one critical way to communicate       the benefits of collections. Many curators, be they archeologists or not,       know how to catalog and shelve archeological collections, but require guidance       on the myriad of creative possibilities that collections hold for conveying       the relevance of archeology in the modern world. 

## Audiences for Collections

 Archeological collections can be incorporated into the daily experience       of many people who would not ordinarily think of archeology as pertinent       in their lives and work. The expansive benefits of archeological collections       overlap all ages and professions. For the purposes of this technical brief,       I address two general audiences. One audience is familiar with collections       and their potential value, be they archeologists or not, such as employees       and volunteers of historical societies and museums, collections managers,       and administrators. The second audience includes people who might not ordinarily       think of using archeological collections in their work, including educators,       college and university professors, researchers from various fields, interpreters,       artists, local communities, and descendant groups. 

 Researchers from fields outside of archeology are a large, diverse audience       to whom curators can promote the value of their archeological collections.       James J. Krakker et al. (1999: 11) from the National Museum of Natural History,       part of the Smithsonian Institution in Washington, D.C., write that archeological       collections "are like a library filled with books written in languages no       one completely understands. People examine objects again and again for different       purposes, and as time passes understanding grows � The collections act as       vouchers for existing scholarly literature, and remain actively used for       research." Since the majority of archeological collections are the result       of systematic fieldwork conducted by professionals who use carefully-documented,       consistent procedures, the collections provide researchers with a measure       of reliability (Krakker et al. 1999: 10). These qualities can make the collections       appealing to researchers in other sciences. For example, ecologists use       archeological collections to understand past environments and the relationships       of ancient people with the world around them. Ecologists use archeological       data to model future environmental conditions and to inform policy. (Read       The Public Benefits of Archeology:        Ecologists.) Additionally, historians can use artifacts and field data       as primary source data to complement the sources traditionally consulted.       Even though many historians might not realize it, historical archeologists       have a close relationship with history. Archeological resources offer historians       the potential to change the way modern society understands itself. (Read       The Public Benefits of Archeology:        Historians.) For researchers, working with published descriptions of       archeological materials is no substitute for hands-on examination of the       objects and can lead to entirely new ways of looking at old problems. 

 Educators can incorporate archeological materials in learning-by-doing       exercises for teaching all kinds of academic subjects to learners of all       ages. Additionally, students interacting with collections as future professionals       gain important skills in thinking about the development and application       of typologies and classification systems in general. They learn from seasoned       professionals about how to do collections management and benefit from their       knowledge of materials, manufacturing methods, and cultures. Even students       with a casual interest who do not intend to follow archeology as a profession       can benefit from the unique skills and perspective on the world that archeology       provides.

Archeological collections hold a predominant place in programs for grade       school students, in particular. (Read For       Teachers.) Many cultural institutions mesh their outreach education       programs with state standards for learning, and archeology offers an effective       and enticing set of resources and perspectives. Archeological collections       in K-12 school education programs offers hands-on learning that connects       the abstract process of acquiring new information with applying it. For       example, the Center for Community Research (CCR) at Cuyahoga Community College       in Cleveland, Ohio offers programs for middle and senior high school students       to work with college students on mid-19th century sites. The CCR responds       with archeology to a need identified in the community, stating, "Students       in our educational system often lack the opportunity to engage in field-based       learning experiences. As a result, they report loss of the connection between       what they are learning and how the concepts are applied to the 'real world,'       to their homes, communities and work lives, both now and in their future"       (Lewine et al. 2002: 18). In addition to the skills gained by students,       the CCR finds that, "To learn the history of the family residence, of the       neighborhood, and of the place where one goes to school connects the student       and the subject studied in a very direct and personally meaningful way"       (Lewine et al. 2002: 19). Processes of handling, cataloging, and considering       the archeological materials encourage the students to think about the past       as being relevant to their lives as a way to look at their community. 

 Many archeology-based projects instill a sense of place by combining local       history with archeology in education kits that describe many different people       and perspectives. The Burke Museum in Seattle, Washington collaborates with       three Puget Sound tribes and with the county to find ways "to teach the       public that archaeology can have important impacts on our everyday lives"       (Phillips 2004: 138). The development of an education kit took input from       the outset from the community, which insured that multiple kits could be       produced and integrated into tribal programs. The kit includes replicas       of artifacts rather than authentic artifacts; these were made by an archeologist       who used the same traditional materials as the originals so users would       understand how they felt (Phillips 2004: 139). Unexpectedly, a variety of       audiences has used the kit, from grade school classes to a local day program       for homeless people to a cultural resource training program for professionals       (Phillips 2004: 144). Users of the kits take away new understandings of       the community's Native heritage through the use of archeological data in       collections. The process of working through and with archeological materials       can instill skills that are important for building communities, such as       forging partnerships and encouraging dialogue. The tangibility of archeological       materials offers communities a sense of "connecting" with the past and that       history is real. (Read The Public Benefits of Archeology:        Communities.) 

 Archeological collections have great potential, but collections managers       must first know what they have, curate it appropriately, promote it, and       work not to let archeological processing be the final step in the life of       the collections. These materials become part of education programs, community       outreach projects, and research projects by professionals and students.       Artists, interpreters, docents, and exhibit designers find inspiration in       collections to create stories and presentations about the past. Access to       the artifacts as type collections offers a research library for comparing       evidence between fields. They can also inform administrative decisions and       provide information for policy statements and management reports. These       projects exemplify the effects of using collections, to facilitate the ability       of communities to build skills in communication and teamwork, to foster       a heritage preservation ethic in youth, and to create networks between ethnic       groups. The results of research using archeological collections can also       significantly impact the public's conception of the past by challenging       traditional assumptions or interpretations. 

## Case Studies

 The following case studies present how various institutions use their       archeological collections for public outreach. 

### Nevada State Museum, Carson City, Nevada

 The Nevada State Museum is the repository for archeological materials       collected from federal lands in Nevada and houses a very large number of       objects and the associated records in permanent storage for various federal       agencies. The collections appear in exhibits at the museum and off-site.       Students, academics, private contractors, and federal and state archeologists       all use the collections as resources for their projects. The museum welcomes       volunteer assistance, and students can also gain experience through internships.     

 The collections follow the full range of archeological materials from       the Great Basin. In addition to ancient stone tools, chipped stone and ground       stone objects, the Nevada State Museum also retains woven plant textiles       from 9,000 to 10,000 years ago, wooden objects such as digging sticks, and       textiles. The climate of Nevada enables organic materials to last remarkably       well and their care as collections makes these special materials available       for study. For example, federal archeologists are conducting ongoing research       on textiles and masters-level students are doing thesis projects on ancient       Native American baskets and hats. The collections of more recent times include       materials from various ethnic groups, especially Chinese immigrants and       modern Native American groups. Collections at the Nevada State Museum are       invaluable to researchers for the breadth and depth of past life they represent.     

 In addition to attracting researchers into the museum, public outreach       programs enable the public to interact with the collections. One special       program is a behind-the-scenes tour of the anthropology and natural history       collections. The tour grew from the enthusiastic response to Archaeology       Awareness Month, sponsored by the State Historic Preservation Office. The       public had such an overwhelming response to the tour during the month of       activities that it was made into a regular event. The public sees materials       not on exhibit and learns more about selected collections. Tours help the       public to appreciate the wealth of materials and archeological collections       at the museum, and to understand their uses beyond public exhibits. 

 Collections manager Alanah Woody sums up what she sees as the public benefits       of collections at the Nevada State Museum: "The main benefit is educational       - the public is generally fascinated by the past and if you allow them to       get a glimpse of it, their lives are enriched. Nothing does this better       than collections and allowing people to see them up close and personal"       (Email communication, November 4, 2004). Encouraging the use of and participation       in collections thus enables the museum to expand the educational uses of       the archeological materials. 

### Maryland Archaeological Conservation Laboratory at Jefferson Patterson       Park and Museum, St. Leonard, Maryland

 The Maryland Archaeological Conservation Laboratory (the MAC Lab) at the       Jefferson Patterson Park and Museum (JPPM) cares for archeological collections       from research-driven projects, projects undertaken in compliance with state       and local historic preservation laws, and privately donated avocational       assemblages. These materials help the archeologists at the museum to conduct       public outreach projects in local communities to emphasize the history and       heritage of southern Maryland. 

 Over 7 million artifacts represent 12,000 years of how people have lived       across the landscape in southern Maryland. Approximately 40% of the collection       consists of Native American materials ranging from the Paleo-Indian period       to the contact period in Maryland. About 59% of the collection involves       early 17th through the 20th century assemblages from post-contact Native       American, European-American, and African-American archeological sites. The       artifacts come from all kinds of places, including the rural residential       sites of landowners, tenants, and slaves; urban domestic and commercial       sites; and industrial sites such as mills, furnaces, and kilns. About 1%       of the collection comes from underwater archeological investigations of       historic sites, including an 18th-century shipyard and a rare crosshead       steam engine from a steamship sunk in 1850. Staff at the MAC Lab and JPPM       use the collections for educational, research, and exhibit purposes. 

 Research programs at the MAC Lab and JPPM address local heritage and a       sense of place and time. An ongoing research project focuses on the reconstruction       of the Chesapeake landscape since the late Woodland period. The project       involves reexamining existing collections and their records to challenge       older models of cultural change and persistence in the Chesapeake. Visiting       researchers also make use of the collections in their own research. These       users include students, scholars, and contract companies. Researchers have       examined lithic and ceramic technologies, past ecological climates through       faunal and floral remains, and colonial cutlery to interpret the relationships       between function and social status. 

 One of the most extensive uses of the archeological collections by the       staff is in community outreach to address what JPPM staff sees as a real       issue: the loss of a sense of place and heritage due to suburban growth.       Southern Maryland is the fastest-growing region in the state. Many of the       new arrivals who settle in this outlying suburban area of Washington, D.C.       have no knowledge of the region's cultural heritage. The Public Archaeology       Program provides both members of local communities and volunteers from across       the nation with opportunities to experience archeology in the field and       in the laboratory. The primary purpose of the program is to allow the public       to work directly with archeologists on real sites with real artifacts, and       a secondary purpose is to enhance the community's understanding of, and       relationship to, local history. The Public Archaeology Program helps new       residents gain an appreciation for the place in which they now live. 

 Rebecca Morehouse, collections manager/registrar for the facility, believes       that, "Collections are the essence of the primary public benefit of archaeology       itself: making the past come alive in a tangible way. Of course, archaeology,       and the collections it generates, produces new knowledge about the past,       which is important in itself, but it is the 'stuff' of the past that excites       the public. An artifact is much more 'real' than words in a book, and so       people place great importance on these objects" (Email communication, October       4, 2004). The archeological collections at Jefferson Patterson Park and       Museum bring the past and present closer together through the uses of archeological       collections. 

### Alutiiq Museum and Archaeological Repository, Kodiak, Alaska

 The Alutiiq Museum and Archaeological Repository uses its collections       "for everything," says Amy Steffian, the Deputy Director (Email communication,       September 21, 2004). The Alutiiq Museum is an outgrowth of the Kodiak Area       Native Association's Culture and Heritage Division, which aims to foster       island-wide archeological research, to develop educational programs on Alutiiq       cultural community, and to promote workshops on Alutiiq language and arts.       The Alutiiq Heritage Foundation, through the museum, preserves traditions       of the Alutiiq people and promotes a greater awareness of the rich cultural       legacy of the indigenous peoples of the greater Gulf of Alaska region. As       archeologist and Deputy Director Amy Steffian notes, the collections "are       at the heart of our organization and are essential to all our public programs"       (Email communication, September 21, 2004). Public outreach at the museum       is as broad as its collections policy. Students, teachers, artists, and       families can use the collections for a range of purposes. 

 The collections policy of the Alutiiq Museum is broad, allowing materials       relevant to the ancient, historic, and contemporary cultural history of       the Native peoples who settled the Alutiiq Nation to be accessioned. The       museum is primarily an archeological repository and cares for over 80,000       artifacts, including faunal materials, ethnobotanical samples, sediment       samples, field notes, photographs, and maps. It maintains a teaching collection       of modern objects, artwork, artifact replicas, and artifacts with little       or no provenience for use in presentations by Alutiiq organizations, researchers,       and educators. The museum permits these objects to be handled, used in traditional       ceremonies, and loaned for educational outreach purposes (Alutiiq Museum       2004). 

 Students at all levels examine the collections for projects ranging from       art to history to dissertations. Artists view pieces to learn construction       techniques. Teachers use the collections for curriculum development or to       incorporate the museum's teaching materials into their own classroom projects.       Families explore collections to gain an understanding of their histories;       organizations borrow objects from the teaching collections for use in traditional       ceremonies, and more. Patrick Saltonstall, Curator, writes that the knowledge       is sent back into the Alutiiq community in the form of educational exhibits       and papers presented to the community (Email communication, September 17,       2004). Conventional researchers also use the collections. An Alutiiq artifact       from Kodiak Island provided the oldest documentary record of ancient volcanic       eruptions in Alaska to volcanologists investigating modern activity (Alaska       Volcano Observatory). 

 The Alutiiq Museum also uses its collections for community-building among       the Alutiiq. Volunteers in the Community Archaeology Program excavate threatened       sites in the Kodiak region. Alutiiq people and other locals participate       in the program, which helps fulfill many of the museum's public outreach       goals and allows the people whose material heritage is being excavated to       participate actively in making their ancestors' histories known. 

 Amy Steffian reflects, "I think the benefit of our collections to the       public is that they allow personal exploration of Alutiiq heritage - people       are really moved when they work with and view real objects in our holdings       - it helps them consider their link to Alutiiq heritage. The collections       also aid in the larger process of building respect for Alutiiq traditions,       and promoting pride in Alutiiq heritage" (Email communication, September       21, 2004). 

### Archaeology Collection, Bryn Mawr College, Bryn Mawr, Pennsylvania

The holdings of the Bryn Mawr College Art and Archaeology Collections support       the curriculum at the college. Two of the main benefits of the Archaeology       Collection to the College community are its ability to complement and satisfy       the research needs of faculty and students and the opportunity for students       to gain experience with archeological curation and collection management.     

The Collections are accessible to anyone on campus interested in using       them in their research, as well as outside scholars. The archeology holdings       include artifacts from Europe, the Americas, the Mediterranean, the Near       East, Asia, and the Pacific. Students, faculty, and other scholars access       the collections via examination for class papers, articles, presentations       or technical workshops on subjects such as print processes, weaving history,       or ceramic analysis.

 The evidence of the value of archeological collections grows as they become       integrated into everyday academic practice. Students and professors who       use the collections are more likely to advocate for them; they bring visibility       to the curatorial program and emphasize its value to the College. Integrating       collections and making them useful demonstrates to administrators that the       planning for and preservation of these resources for learning is as important       as building libraries for books or laboratories for experiments.

A major benefit of the Archeology Collection is the exposure of students       to curatorial practice and public service. The collection is staffed by       a curator and a registrar, who employ eight to twelve work-study students,       and two graduate assistants/interns. Students are trained in all aspects       of museum management and work directly with the staff for a hands-on experience.       They learn about collections care and preservation, cataloging, entering       data, object photography, and how to develop and install small-scale exhibitions.       Students also develop skills in providing services such as tours and talks       for classes and school groups, and working with visiting scholars. 

From their experiences with the College's Collections, several collection       assistants have built professional careers in museum studies, conservation,       archeology, education, administration of galleries and auction houses, fine       art, and photography. They also use these experiences to inform their work       in law, higher education administration, political science/government, and       medicine. Curator Carol Campbell and Registrar Tamara Johnston point out       that it is not surprising that such a wide range of choices are made after       working with archeology collections. Consider that students are exposed       to complicated laws such as NAGPRA and the UNESCO convention, and they undertake       detailed scientific inquiry such as materials analysis and conservation       practices. 

Campbell and Johnston observe that, "For graduate and undergraduate students       alike, working for the Art and Archaeology Collections provides the foundation       and format for the melding of many disciplines that may be of interest for       students. This factor indicates that the Collections have a value beyond       training specialists in the field. Collections are a basic part of the academic       process and raise the conscience of the College community to appreciate       the value of primary materials." (Email communication, June 6, 2005). 

### Midwest Archeological Center, National Park Service

 The Midwest Archeological Center (MWAC) curates archeological collections       for over 50 units of the National Park Service located throughout the central       United States. The scope of the collections reflects the diversity of the       people who have lived in the region over thousands of years. The MWAC archeological       collections benefit professionals who seek a broad data set to consult and       members of the public who want to learn more about the archeology of the       region. Staff members at the facility also develop public education projects       with archeology. 

 NPS regional curatorial facilities have significant study collections       that provide a vast amount of material for regional or comparative studies.       The MWAC collections offer data for improved understanding and interpretation       of park resources, and serve as a permanent scientific data bank for archeological       sites threatened by development or natural processes. 

 Volunteers and students participate in the processing and analysis of       the regional archeology collections. Students often have a role to play       in the artifact laboratory and this process serves as job training for them.       Regional facilities, like the MWAC, provide internships for students at       the undergraduate, recent graduate, or graduate levels. Each year the MWAC       enrolls several students from the nearby University of Nebraska-Lincoln       to assist staff archeologists with the analysis and reporting of materials       generated by fieldwork. These internships frequently help students decide       if archeology is a career path they want to take. From seasoned professionals       they learn artifact processing, data entry, and other skills. The range       of materials at the MWAC also means that students have considerable learning       aids for addressing research questions. Graduate students use the collections       for their research, often dovetailing their investigations with those of       the staff. Staff archeologists routinely sit on students' thesis committees       to ensure that their work becomes useful to the larger field of archeology       and to the NPS units that own the collections. Additionally, volunteers       assist on projects on-site and at the repository. 

 The MWAC develops and disseminates information and materials designed       to educate the public about the nature and value of archeology and archeological       resources, including archeological collections. Several small exhibits maintained       in the MWAC facility were specifically designed to feature park archeological       collection materials. Center staff members talk about archeology at schools       and in other public presentations. Rather than using irreplaceable parts       of collections, a small quantity of unprovenienced material is kept for       public interpretation. In addition, the collections may serve as a cultural       heritage resource for contemporary groups who have a traditional association       with a particular park or site. 

 Archeologist Bruce Jones notes, that, "The archeological theories are       all well and good, but the public wants to see the artifacts themselves.       Our collections thus become a primary education tool - without them, archeologists       would be so much hot air! � [T]he Center's collections of broken bottles       and chert flakes and pot sherds and charcoal samples and window glass enable       the public to much more accurately understand the true nature of archeological       data - how it must be approached, how fragile it is, and what it can tell       us about ourselves. For us this means that the public can more easily appreciate       what archeology can tell about human beings, and can become stronger advocates       for all kinds of historic preservation" (Email communication, January 26,       2005). 

 Archeologist and Curator Jan Dial-Jones reflects on the public benefits       of collections, "The objects included in collections provide a tangible       link to the human past that I think can be appreciated by everyone. However,       archeological collections are used primarily for research purposes and the       artifacts are only rarely and selectively displayed for public appreciation.       As a result, the value and relevance of archeological collections to the       general public also lies in the interpretation of their broader informational       content, conveyed to the public in any number of venues, which allows people       to place their own present existence into historical context. Such an historical       perspective enhances quality-of-life and informs the contributions that       individuals then make within their own society" (Email communication, February       11, 2005). 

## Conclusion

 Archeological collections are rich resources for many different people       and projects yet their potential is frequently underestimated. Archeological       collections can help people to develop skills, increase public engagement       in learning about the past, and provide valuable research materials to a       range of fields. The public benefits that collections may have beyond the       institution should help inspire diligent and responsible curation. 

 Childs and Sullivan (2004:16-17) outline actions for archeologists to       take to improve the perceived value of archeological collections. These       actions include acquiring the habit of identifying in publications where       the collections are stored, making grey literature reports more accessible       and better known as resources, using existing collections to test new hypotheses,       valuing and promoting collections research for graduate student work, working       with museums to identify the collections they curate and encourage use through       the web and publications, and teaching and inspiring students about their       stewardship responsibilities for collections. Collections offer students       a foothold in learning practical and academic skills in working with the       evidence of the past. They offer professionals from all disciplines data       in addition to what they may be accustomed and new perspectives on old problems.       Archeological collections can also inspire a sense of place and an understanding       of how an area has changed over time. 

 Collections managers and archeologists agree that collections help make       the past come alive for the public. Artifacts have a "wow" factor when they're       freshly excavated and still dirty, and integrating the processed materials       into exhibits gives authenticity and authority to archeologists and archeology.       The discipline tends to have an air of mystery, but archeological collections       can offer insight into the process of archeological inquiry and have the       power to dispel commonly-held misconceptions about it. 

## Bibliography

      -  Alaska Volcano Observatory                  -  1996  Alaska Volcano Observatory Bimonthly Report,             8:2, March/April. 
      -  Aluttiq Museum and Archaeological Repository                  -  2004  Alutiiq Museum Collections Policy. Available             online: http://www.alutiiqmuseum.com/collections.htm. 
      -  Childs, S. Terry, editor                  -  2004  Our Collective Responsibility: The Ethics and             Practice of Archaeological Collections Stewardship. Society for American             Archaeology, Washington, D.C. 
      -  Krakker, James J., David J. Rosenthal, and Deborah Hull-Walski                  -  1999  Managing a Scholarly Resource: Archaeological             Collections at the National Museum of Natural History. Museum Anthropology             23 (2) 9-18. 
      -  Lewine, Mark S., Alfred M. Lee, and Dorothy Salem                  -  2002  Community Archaeology in the City. Teaching Anthropology:             SACC Notes 9(1): 18-20 and 36. 
      -  Phillips, Laura S.                  -  2004  Adaptive Reuse: Incorporating Public Education             into the Curation Process. In Our Collective Responsibility: The Ethics             and Practice of Archaeological Collections Stewardhip, edited by S.             Terry Childs. Society for American Archaeology, Washington, D.C. 137-145. 
      -  Sullivan, Lynne P. and S. Terry Childs                  -  2003  Curating Archaeological Collections: From the             Field to the Repository. Archaeologist's Toolkit, Vol. 6. AltaMira,             Walnut Creek. 

## Special thanks to:

      -  Emily Shillingburg, Bureau of Indian Affairs 

Technical Briefs

      -  Introduction 
      -  Finding a Purpose for Curation 
      -  Audiences for Collections 
      -  Case Studies 
      -  Conclusion 
      -  Bibliography 
      - print         version  
      -  technical briefs index 

    -  DOI 
    -  History & Culture 
    -  Search 
    -  Contact 
    -  FOIA 
    -  Privacy 
    -  Disclaimer 
    -  USA.gov 

    - archeology       in the parks  
    - archeology       nationwide  
    - professional       tools  
    - for       the public  
    - kennewick       man
    - the       antiquities act
    - what's       new

    -  
    -  
    - technical assistance
    - databases
    - standards & guidelines
    - training & education
    - reports
    - publications

    -  
    -  
    -  
    - features
    - learn and participate
    - for teachers