25th September 2008, 12:36 PM
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Indeed, although I suspect that the problem is deeper rooted than that. How many archaeology students, undergraduate or post-graduate, have any concept of what the SMR/HER even is? Never mind their tutors. I think a compulsory period of work placement or at least a decent visit should be required for all, or how about modules where a project is based around information held with the SMR. There is so much information in some of them (including unpublished stuff) that a more pro-active approach would be very helpful. Perhaps the councils could team up with the local unis (where there is one). Any examples where this is already taking place? Someone is missing a trick here...
And also up to date and useful information on the National Monuments Records (NMRs) in Wales, England and Scotland. I have often come across students in the English NMR who have been told to go there, but have arrived with no idea what they should be looking at. The staff at all the NMRs are very helpful and knowledgeable, but I have witnessed a lot of hand holding which would have been unneccesary if the students involved had been given some guidance by their tutors/lecturers in advance.
It's very difficult, whether at an SMR/HER or an NMR if you are shown the enormous amount of information available, but don't know where to find the end of that first piece of string!
On Regional Research Frameworks - Sometimes I've found them useful and sometimes I haven't. They are certainly useful for stressing the importance of periods which many archaeologists don't find 'sexy' or haven't been interested in within that region in the past. e.g. it's easy to find more Iron Age sites and look at parallels in your region when there has been lots done in that region, but sometimes people will overlook just how important that one example ever of a late 19th century gasworks is.
I think also it's very important that the research frameworks aren't static and develop as work which feeds into them is done.