Currently viewing the tag: "Alison Hicks"

Moderator:      Adán Griego, Stanford University
Rapporteur:     AnneBarnhart

Presenters
Adán Griego, Stanford University
Involvement with ALA & Attending International Book Fairs

Alison Hicks, University of Colorado, Boulder
Participation at International Library Conferences

Orchid Mazurkiewicz, HAPI
Indexing for HAPI and MLA

Panel 8: Professional Development Outside of SALALM

Adán Griego reminded us that the American Library Association Free Pass program offers travel support and lodging for ALA-member librarians to attend the book fair in Guadalajara. In addition to the book vendor and publisher booths, he added that local and national library associations in other countries frequently have their annual meetings and other events in conjunction with book fairs. This can provide opportunities for librarians from the United States to present at these meetings or to attend the meetings to learn what issues librarians worldwide are facing.

Adán urged SALALM members to work with librarians in Latin America and said that library associations and conferences in other countries often want speakers who can address the audience in Spanish to talk about library issues. He said that they do not need us to tell them about SALALM – they know about our organization already. We should approach them and offer to speak about other areas of expertise and offer trainings in these areas (instruction, technology, cataloging, etc) in Spanish. He also said that United States embassies have IRCs (Information Resource Centers) that are not fully staffed by librarians so they look for librarians to come and talk about library services. The embassy opportunities are sponsored by the US Department of State so speakers must be US citizens to qualify.

The ALA committee on accreditation needs Spanish speakers to get involved and to help with the accreditation procedures for schools seeking accreditation outside of the United States and Canada. Adán warned that this is not an easy volunteer activity because it requires a great deal of work and time commitment. ALA will pay for the travel and will train the volunteer, but that’s about it. This volunteer activity requires onsite visits to library schools.

Adán noted that ACRL and ALA both have poster sessions which can be a place to get experience presenting and a good way to advertise SALALM. He added that in ALA, WESS (West European Studies Section) includes Iberian Studies.

Alison Hicks elaborated on the international presentation opportunities that Adán mentioned.  Alison has worked with Adán to secure invitations to present on various topics (MOOCs, technology, instruction, social justice in libraries, and digital scholarship) throughout Latin America and in Spain. She also has promoted herself by contacting local libraries before planning a trip some place (often in conjunction with a book fair) to see if she can add a presentation to her travels. Through these experiences she has met some great international colleagues and has been able to see different styles of hosting and organizing conferences.

Alison noted that some of the challenges she has encountered were practical issues like travel delays and having to sneak snacks because the meal times did not match with her blood sugar levels. Speaking in different environments can be difficult and stressful due to the varying acoustics and technology. She also mentioned that she has had to clarify expectations with the hosts.  Some groups have asked her to do too much (an example was five classes that were each four hours long) and that had to be negotiated. She said she has learned to be conscious of the potential power differential and works to make sure she presents herself as a dialogue creator and not as an outside “expert.”

Alison has branded herself through social media and her personal web page and that is how many of the invitations arrive. She also has successfully communicated the value to her supervisor and library administration so they give her the time she needs to make these trips.

Alison finished her talk with suggestions about publishing opportunities. She has written reviews for Choice and she also seeks UK publications. When possible, she publishes in Open Access publications so her work can have wider dissemination. She repurposes projects to try to get multiple presentations and different kinds of publications out of the same body of work.

Orchid Mazurkiewicz

Orchid talked about indexing for HAPI and MLA. She said that indexing is a great way to capture a sense of where a work fits into the larger scholarship.

HAPI was started in the mid 1970s by Barbara Valk at Arizona State University. When Barbara went to UCLA, she brought HAPI with her and even though now HAPI is a non-profit publishing unit at UCLA, it is self-funded. HAPI started as a print series but published the last print edition in 2008. Since then, HAPI has been 100% online and is now free in Latin America and the Caribbean.  The majority of HAPI’s 25-35 annual indexers are SALALM members. Gayle Williams has been indexing for HAPI for 35 years; Nancy Halloway has been indexing for 31 years.

Volunteer indexers are assigned 6 titles. They review the articles in those journal issues and create the HAPI records. Indexers used to have to fill out a print template, then that moved to a .txt document but now the indexers get to enter information online in HAPI Central and the authority control lists (author and subject headings) are in convenient drop-down lists.

Orchid said that MLA indexers are called “Field Bibliographers.” They must be MLA members and each Field Bibliographer is responsible for 5 periodicals or 100 citations per year. MLA requires that their volunteers have access to the material (but HAPI has been known to mail indexers the journals if they need to).

Orchid polled indexers from HAPI and MLA and the comments about advantages and challenges were similar from the two groups. The main challenge indexers cited was the ability to find the time and to pace oneself with the issues to prevent getting behind.  The rewards of indexing are also similar and included keeping up-to-date on the literature and contributing to the field and its scholarship. Another benefit to indexing that one’s searching abilities are greatly enhanced through the experience of creating records for the database; by experiencing the limitations of and becoming familiar with the controlled vocabulary, indexers become better researchers.

QUESTIONS: None

 

May 21, 2013, 4- 5:30 PM
Moderator: Alison Hicks (University of Colorado-Boulder)
Rapporteur: Ryan Lynch (University at Albany, State University of New York)

Presentations:

  • Artículos destacados: Using and Improving the Best of Wikipedia — Lisa Gardinier, University of Iowa
  • Tricking Internet Algorithms: La Energaia, Contemporary Indigenous Thought and Humanities Classrooms — Suzanne Schadl, University of New Mexico
  • Working with the Experts: Faculty and Student Contributions to Metadata for Cuban Theater Collections at the Cuban Heritage Collection – Matt Carruthers, University of Miami
  • Be a Web Search Maven: Shock Your Students, Enliven Your Instruction, and Teach Them a Lifelong Skill – Adrian Johnson, University of Texas, Austin
  • “Too Much Information” – Re-imagining the 1-shot Library Session with Active Learning Strategies – Gabriella Reznowski, Washington State University
  • Using Boards to Prevent Boredom: Active Learning in a Latin American Politics course – Anne Barnhart, University of West Georgia

Hicks began by explaining that the session, now in its third year and formerly called “Pecha Kucha,” had been renamed. After a competition, the winning title was “Roda Viva,” suggested by Timothy Thompson (University of Miami). Hicks and Thompson explained that the title is a Brazilian Portuguese term to describe “incessant movement, hustle and bustle, a whirlwind of activity” as well as a talk show on Brazil’s public television station, TV Cultura. She also announced that there was a slight schedule change and Anne Barnhart (University of West Georgia) would be going first.

Using boards to prevent boredom: active learning in a Latin American Politics course / Anne Barnhart (University of West Georgia)

Barnhart explained that she was going to talk about an evolving lesson plan and assignment that she has tried in a few political science classes, but that it can easily be adapted to other courses/disciplines. She also said that she has tried this in credit-bearing courses, in double one-shots, etc.

She said that her favorite instructional technology is the whiteboard or, better, back-painted glass boards (as Sharpie comes off of glass). She also noted that students tend to prefer purple markers.

Barnhart noted that using whiteboards was effective with students because it got them out of their chairs, away from computers and phones, and made them accountable for helping each other out. She also noted that in order for the lesson plan to work, students need to have skeletal research projects.

For the lesson, the instructor distributes markers and each student writes his or her topic on the board and explains this in words, as a concept map, etc. Students then go around in a circle, making comments on others’ work, writing notes, circling parts that they like or are unclear, and generally doing a peer review. Barnhart notes that this is called a carrousel model. She added that the professor and librarian join the carrousel.

She then introduced a “who cares” prompt, which helps them think about whether or not their topic is appropriate for their audience, and also about where to look for resources. In other words, who cares enough to gather, organize, or disseminate certain types of information?

At the end of the session, students take photos of their section of whiteboard or copy their sections. This becomes the day’s notes.

Barnhart said that this is a session where the librarian is forced to let go of control (it is a classic flipped classroom). Instead of teaching students how to find resources, it teaches them how to approach research. She complements this with LibGuides, which they can use outside of the classroom. She also noted that the lesson requires a lot of collaboration. Professors must collaborate to require students to come up with research topics; students must collaborate with each other; and students must collaborate with the librarian because she requires them to be active agents.

Barnhart pointed out that this can be done with paper, post-it notes, etc.—it is a good session for rooms with no computers or resources.

In conclusion, she hopes that these sessions are aimed at getting students more engaged in research through active and kinetic learning.

Teresa Miguel–Stearns (Yale University) asked Barnhart how she helps students actually find resources and navigate the webpage if that is not happening in the classroom. Barnhart responded that she has never done this in one, 50-minute session, so she uses a second to introduce students to the library webpage or a LibGuide. She also suggested that in a 75-minute session, the librarian would have time at the end to do that or that the librarian could set up individual appointments.

Artículos destacados: Using and improving the best of Wikipedia / Lisa Gardinier (University of Iowa) Gardinier stated that she has done this lesson twice with undergraduate classes, both taught by the same professor. One was an upper-division Spanish course, while the second class was a more basic Spanish course.

For this assignment, students are required to do a group project in which they create and contribute to a wiki article. This is a private wiki created for the class. Students need to have passwords and their contributions are only visible to classmates. The assignment was developed for a specific assignment, but Gardinier stated that it could be used to teach about Wikipedia or adapted to other contexts.

Gardinier pointed out that the first dilemma that she and the professor confront is that they are creating a wiki, but students are told that Wikipedia is bad and they are not supposed to be using it. They therefore try to turn this into a “Wiki-positive class.” She does this by acknowledging that “they use it already, and there are some very pages.” Gardinier then explained feature articles/artículos destacados, which are articles that are developed according to certain criteria. She also demonstrated the Spanish criteria for an artículo destacado.

To prepare for the course, Gardinier takes the wiki topic, and identifies feature articles relevant to the class. She starts by creating a worksheet and beginning her discussion talking about who uses Wikipedia, and how/why/when they use it, and why they are told not to use it. Gardinier introduced the idea of Wikipedia as a “presearch tool.” They further discuss what their criteria are a good Wikipedia article (asking each student to list three characteristics) before introducing them to the criteria for feature articles and leading a discussion about what might surprise them (such as the style manual). Her idea is that a very good Wikipedia article is a good model.

Students are then asked to think about sources, and what makes a good source. For instance, Wikipedia articles cannot cite other Wikipedia articles. Further, this is an opportunity to look at different citation formats for different kinds of sources and discuss issues such as differences between journal articles and news articles. As an aside, she notes that this is a use for Wikipedia pages: the use of the bibliography and references.

She then talks to them about a weakness in Wikipedia, which is journal sources. She then introduces students to search tools (a federated search for the 5th-semester students, databases such as Academic Search Elite or JSTOR for advanced students) and has students find a couple of sources.

Finally, Gardinier said that in assessments using minute papers, students said that they did not know about the structure of Wikipedia, and that it was helpful to learn about it.

Tricking internet algorithms: La Energaia, contemporary indigenous thought and humanities classrooms / Suzanne Schadl (University of New Mexico)

Schadl addressed how to incorporate digital-born materials into digital humanities research, using as an example La Energaia. She stated that she is looking for help, support, advice, assistance, and other ideas for her class in the fall. She further stated that the purpose of the course module was to apply an understanding of trends and to execute methods in Latin American studies. She spoke to the idea that Latin American Studies historically provides a means for scholars who have historically felt marginalized in their disciplines to get together and exchange ideas with one another. She clarified that there are preceding lessons in the module, and that each lesson identifies important concepts, with the idea that this will help with better teaching. Examples of these concepts are that disciplines arise from necessity, that information can be marginalized, and that interdisciplinary work disrupts center-periphery identifications.

Other preceding lessons give an overview of trends in Latin American humanities disciplines; provide an examination of how the humanities generally incorporate comparative analysis and require interacting with source materials; look at how information comes from different places (including the internet) and access in different places is unequal/uneven.

Schadl then discussed La Energaia, a searchable database of born-digital materials on energy and energy policy, pulling from Twitter discussions, government documents, news sources, and institutional repository materials. This is done through a site that pushes information out through Twitter.

For the assignment, students will form five groups, identify a subject (like energy) and start to develop the places where born-digital materials are addressing this subject, with the objective of integrating these into an Energaia-like resource. Finally, groups will present a proposal for this project to a panel of professors, who will then make suggestions on how to better-integrate what they are doing into that field.

Related link: La Energaia

Be a Web Search Maven: Shock your students, enliven your instruction, and teach them a lifelong skill / Adrian Johnson (University of Texas, Austin)

Pointing out that the holy grail of information literacy instruction is getting students interested, which says is best addressed by lessons that are not just relevant to one research paper but instead to students’ daily lives. The one place that he has had success with this is in web searching skills, teaching students how to really effectively search. Johnson states that there are two keys to this: transferability (such as to databases or other parts of life) and the so what (thinking about what kind of information they want to find).

Johnson emphasized that it is extremely important to know what kinds of sources searchers are looking for, allowing them to narrow their searches. He then went through a number of advanced search techniques that are effective for students, including searching by a domain, country domain, specific websites, NOT and OR searches, the use of asterisks (to replace a word or phrase in a quote) and the tilde (synonyms), search for terms in the title of a web page or a URL, use of ellipses to search for numbers in a range, the use of these strategies in different Google products, and combining several or all of these strategies.

Finally, Johnson talked a little about how Google works, which he said is exciting to students because they use it so often, but have no idea how it works. Johnson then discussed how it is a database that uses cached snapshots of pages, additional information about given web pages, the idea of the “overblown algorithmic estimate,” the concepts of personalized searching and page ranking/popularity (including the popularity of pages that link to a page), and that the fact that to results are historical and that popular placement is hard to break away from.

Related Link: Johnson’s evidence that popularity is hard to break away from because it is historical (a page he made in library school).

Working with the Experts: Faculty and student contributions to metadata for Cuban theater collections at the Cuban Heritage Collection / Matt Carruthers (University of Miami)

Carruthers replaced Natalie Bauer (University of Miami) in the preliminary program.

Carruthers spoke of faculty, student, and research fellow contributions to metadata for the Cuban Heritage Collection (CHC) digital collections, which is a special collections repository at the University of Miami. The CHC focuses on primary and secondary materials from Cuba and the Cuban Diaspora. There are many active digitalization projects.

They are working with Lillian Manzor (University of Miami) to use digital humanities in teaching her graduate course on 20th century Latin American theatre to help students see the value in digital media. Professor Manzor and staff coordinated to create an assignment whereby students created metadata for objects related to their own research. This metadata would be added to digital repositories, along with images of the projects.

Carruthers discussed logistics of the projects, including challenges. As a metadata librarian, he introduced metadata creation to students in one class session, so he embedded himself in the class Blackboard page so that he could be in dialogue with students. Another question was which platform would be used for students to inter metadata; it was decided that the Cuban Digital Theater Archive would be easiest, as it already has a platform for entering metadata. Another problem was the lag time in the digitization queue.

Carruthers then outlined successful outcomes. For one, it allowed the “library to engage more broadly with faculty and students.” Students learned about how to structure data, and came to value both the digital humanities and metadata. Furthermore, the Cuban Heritage collection gains from subject expertise of graduate students, and CHC users also benefitted from better metadata. Finally, the project had low overhead and high value, so he encourages others to experiment with these kinds of projects.

Cuban Heritage Digital Collections

Cuban Digital Theater Archive

Too Much Information” – Re-imagining the 1-shot Library Session with Active Learning Strategies / Gabriella Reznowski (Washington State University)

Reznowski described a 10-20 minute 1-shot session, emphasizing the importance of teaching outside the box, rather than using lectures to teach skills. One problem she spoke about was reaching out to instructors and faculty, and figuring out their information literacy instruction needs. One major need is to help students understand the difference between scholarly and non-scholarly articles.

Her strategy was to gather classes to talk about scholarly articles. This can be used in small classes or groups of over students. She talks to them about some things that can be expected with scholarly articles, including authors’ names and credentials, they may have abstracts or credentials, and they may end with a bibliography or works cited list. They then count off into groups that congregate around a poster-sized piece white paper. Reznowski then distributes scholarly and non-scholarly articles, asking students to answer basic questions such as the title of the article, the periodical it was in, and how they would cite the article. If there is time, groups can rotate to the next group, check the answers of the other groups, and try to find articles using the citation and World Cat. This helps them learn but also serves as an assessment tool for faculty and librarians.

Questions:

Emma Marschall (Tulane University) asked Carruthers for an example of what kinds of materials students were describing and about whether or not the material was in English or Spanish. Carruthers said that some of the objects were sketches for theatre costume designs. He added that the metadata is not truly bilingual, and that while some descriptive information is in Spanish (the materials are in Spanish), but that the technical metadata is in English to be consistent with other collections.

Kelsey Corlett-Rivera (University of Maryland) explained that the University of Maryland also has some projects where students work on metadata and that they have used Google spreadsheets, and wondered if Carruthers had tried other possibilities. Carruthers said that they had considered a basic template, but that the platform already existed and would automatically save, so they thought it would be simplest to do it that way. On the other hand, a Google spreadsheet that they can all share and something that does not go directly go into the database could be useful. Corlett-Rivera asked what the back end for the Cuban Digital Theater Archive is, and Carruthers explained that it was Django, which is a PHP and Python framework.

Manzor asked Schadl how La Energaia is structured. Schadl explained that it is a database constructed in Drupal that plays with Drupal’s pathways to put everything in the same place, taking advantage of crawling. Schadl added that Twitter is harder, because it cannot be crawled so they have to go in and enter hashtags.

Deb Raftus (University of Washington) asked Johnson if he does standalone Google classes. Johnson responded that he does drop-in advanced Google searching in person, online, and recorded and also weaves it into all classes by relating database searching to Google. He stated that students of all levels love it.

Hicks asked Reznowski about feedback from faculty and students. Reznowski said that she was inspired to do this lesson by a failed session where she did not do what the faculty member wanted, and failed to get what was expected of students. In one case, he created a class LibGuides where a survey was embedded, but no one completed it; surveys need to be completed in the classroom. Finally, she has come to try to have students pick a topic that they are interested in and try to research that.

Hicks thanked everyone for attending. The session ended at 5:12 p.m.

 

Chair: Virginia García (2009/2012)

Serials Subcommittee Report

Chair: Alison Hicks (2009/2012)

Deb Kern ha elaborado una nueva lista de nuevas publicaciones periódicas, con predominio de Brasil, y Guayanas, esta lista será repartida entre los miembros del SALALM. También indicó que existían posibilidades de un nuevo proyecto con la Library of Congress en Rio, que no estén en las bases de SCIELO ó HAPI

Las nuevas publicaciones periódicas estarán disponibles aqui. Esta lista será incluida en la relación de nuevas publicaciones preparada por Ruby Gutierrez.

Peter Altekrüger y el IAI catalogaron 5,500 publicaciones periódicas, las mismas que están disponibles la base de datos ZDB: http://dispatch.opac.ddb.de/LNG=EN/DB=1.1/

 

Marginalized People and Ideas Subcommittee Report

Chair: Richard Phillips (2011/2014)

Richard Phillips hizo una exposición sobre las ventajas y desventajas de los sistemas de pensión y jubilación, así como todas las penurias por las que atraviesan todos las personas de la tercera edad, que pertenecen a este sistema.

Sonia Silva describió el crecimiento demográfico, así como todas las condiciones sociales y económicas por las que atraviesan los brasileros que viven en la zona fronteriza con el Paraguay. Esta población es conocida por el nombre Guayos.

 

Library/Bookdealer/Publisher Subcommittee Report

Chair: Linda Russo (2009/2012)

El tema general de este comité giró alrededor del tema de los e-books. Todos los participantes explicaron las bondades de este formato de libros, pero también se conversó sobre la desventaja que este nuevo formato puede traer para los libreros.

Panel 19, June 19, 2012, 11:00am-12:30pm
Moderator: Alison Hicks (University of Colorado, Boulder)
Presenters: Samuel Wicks (University of Pittsburgh); Tina Gross (St. Cloud State University); Sarah G. Wenzel (University of Chicago); Carolyn Palaima (The University of Texas at Austin); Laura Shedenhelm (University of Georgia); Barbara Alvarez (University of Michigan)
Rapporteur: Lisa Gardinier (University of Iowa)

Slides: http://salalm.org/2012/06/23/pecha-kucha-2012/

Alison Hicks introduced the presenters and explained the pecha kucha format. Generally speaking, pecha kucha presentations are 20 slides for 20 seconds each for a presentation of 6 minutes and 40 seconds.

In the first presentation, “What Digital Collection? Issues of Collection Development, Cataloging Trends and Standards, and Ethical Considerations of Underground Music in the Caribbean and Latin America,” Samuel Wicks explored initial considerations in planning a digital collection for Latin American punk music. A collection such as the one proposed potentially includes media in a variety of formats, including text, images, audio, and video, from a variety of original carriers, including audio cassettes, vinyl records, ephemera, and fan zines. Wicks discussed open source digital collection management software, briefly reviewing the strengths and weaknesses of a variety of systems in relation to this project, including Archon, DSpace, ICA-AtoM, and Greenstone. Ultimately, CONTENTdm provides the most robust platform capable of handling audio and video files in addition to text and images, as well as allowing the creation of compound documents to group related items. Wicks created a “materials and techniques” metadata elements to more adequately describe objects such as album covers. Wicks also looked for other punk collections. He found a variety of projects, such as museum exhibits in Slovenia and Reno, Nevada; the Fugazi Live Series with the support of the original band; and fan-created digital collections like Killed by Death Records and Kill from the Heart. Finally, Wicks briefly discussed the challenge of identifying and obtaining copyright permission from members of sometimes obscure punk bands that have not been active since the early 1980s.

Because Wicks had to leave for the airport immediately after his presentation, there was a short question and answer period before moving on to the next presenter.

Miguel Valladares-Llata (University of Virginia) asked about the availability of the presentation. Hicks confirmed that she would post the presenters’ slides on the SALALM blog.

Laura D. Shedenhelm (University of Georgia) asked if links would be included. [At the time of writing this report, the slides have been posted on the SALALM blog, but links have not been compiled and posted.]

Meagan Lacy (Indiana University-Purdue University Indianapolis) commented that her library had difficulty identifying the copyright owners of a journal included in a digital collection. The journal itself did not include any copyright information. The library chose to post the content with a note that the copyright holder should contact the library and the library would remove the material if requested. Wicks commented that a similar practice is commonly seen on YouTube, in which content is posted with a note that the person posting the material does not own it, does not intend to profit from it, and will remove it if requested.

An unidentified librarian from NALIS commented that Greenstone is capable of handling audio files, as the NALIS Digital Library runs on Greenstone and includes mp3 files, notably in the storytelling collection. [Wicks later verified that the version of Greenstone he used was not capable of supporting audio files.]

Kumaree Ramtahal (University of the West Indies, St. Augustine) asked Wicks to elaborate on the process of uploading video in DSpace. Wicks used KeepVid to extract a file from YouTube and other streaming video.

In the second presentation, “Developing Local Cataloging Procedures for Access to Foreign-Language Films,” Tina Gross discussed providing better access to foreign films for patrons. Standard cataloging practice focuses on the physical object which, in the case of films, describes the location of the publisher, not the production of the original film. Patrons looking for foreign film, however, frequently want to search by country of production. Two new MARC fields, 257 and 044, have been introduced to capture “Country of Publishing/Producing Entity.” However, many integrated library systems are not configured to include that as a searchable field. Further, many OPACs do not distinguish between the MARC coding for the primary language of the film and the subtitles, making it difficult to search for a film based on its original language. Gross and the staff of the St. Cloud State University Library reasoned that activating the search functionality of the new MARC fields or language coding was a low priority for their ILS vendor, especially with the impending implementation of RDA, but still an important search strategy for their patrons. Gross and her colleagues chose to add local subject headings in the 655 genre/form fields:

  • Foreign language films – Language.

  • Motion pictures – Country.

These headings are browseable in the old catalog interface and appear as genres in the next-generation catalog with faceted search capabilities.

Sarah G. Wenzel followed with her presentation, “Patron- or Demand-Driven Acquisition: Strategies for Successful Implementation.” At Chicago, selectors were allowed to implement patron-driven acquisitions (PDA) however they best saw fit for their collections and patrons. This case-by-case implementation was chosen to foster support and buy-in from the selectors. Wenzel and her colleagues were seeking solutions to three primary questions: how to supplement selection without a budget increase, how to streamline and speed up selection, and how to serve faculty and other patrons who normally have little or no contact with the selector. The PDA program has not changed existing approval plans but adds a new approach to slips titles, or titles that are not completely peripheral to the collection but not core titles either. In Wenzel’s experience, this has not interfered with purchasing and she has made titles available by PDA rather than adding them to a desiderata list. Slips profiles have required some tweaking. Wenzel gave the science collections as an example in that they added “how-to” titles for programming languages, which they normally do not purchase but there is a point-of-need demand. Other selectors have imposed price limits on purchases and budget ceilings on call number ranges to preserve their existing budgeting patterns. Wenzel and other selectors use usage and PDA purchase statistics available through Ebrary to inform purchases, especially in fields in which they have little contact with faculty and students. Since records for PDA titles are loaded in the online catalog, purchases are not constrained by the availability of the paper book, but can be bought on demand, be it tomorrow or in five years. If a publisher ceases to offer their content by PDA but the library has already bought it, the library does not lose access, as opposed to the risk of losing content in a leased collection. Overall, selectors at Chicago who have participated in the PDA program and have spent the time to tailor their profiles have been happy with the program. Chicago would like to see more vendors offer PDA purchasing as the practice enriches the library’s catalog and provides greater access to patrons.

 

In the next presentation, “Collaborative Digital Archiving: A Non-Custodial Approach,” Carolyn Palaima discussed the Primeros Libros project as a case study. In this project, the University of Texas at Austin has worked with Texas A&M University and the Biblioteca Lafragua of the Benemérita Universidad Autónoma de Puebla to digitize New World incunabula, beginning with those published in Mexico. The collection is defined, also the first step in building a digital collection, as books printed in the New World before 1601, of which there are 220 known titles and 136 known to still exist. Primeros Libros’ initial focus are those printed in Mexico and to include as many exemplars of each work as possible. The next step in such a project is to identify lead partners in content, technical aspects, and digital preservation. University of Texas and Texas A&M are the initial partners, with 16 and 18 primeros libros respectively. The main Mexican partner, the Biblioteca Lafragua, was chosen more for its willingness to commit to the project than for its holdings. Initial content partners had as little as one item to contribute to the project. Scanning standards were developed by University of Texas  and Texas A&M. The project website with access to the complete collection was designed and is hosted by University of Texas. In terms of digital preservation, the TIFF images are stored with the Texas Digital Libraries Preservation Network and the Repositorio Digital Mexicano. All partner institutions receive a complete collection of TIFF and/or derivative images. The primary documentation for partnership is the project agreement and the digitization standards. Both are available in English or Spanish on the Primeros Libros website. Both University of Texas and Texas A&M set up scanning stations and trained staff to digitize their collections of primeros libros. A mobile scanning station was set up in Puebla with trained staff, which can travel to other content partners in Mexico. Other content partners are brought into the project based on institutional holdings. The project is non-custodial as materials do not have to be physically acquired by the organizing institution, digitization takes place locally, each partner receives a complete collection of the digital images, and the framework of the project can be adapted to the needs of participating collections. The project achieves a consolidated collection of dispersed holdings, allowing comparison of copies across institutions, and demonstrates international collaboration. University of Texas has used the non-custodial model in previous digital collections, notably the Human Rights Documentation Initiative and the Guatemalan National Police Historical Archive (AHPN).

Links:

 

The following presentation, “Library Outreach Using Library a la Carte (TM)” by Laura D. Shedenhelm discussed adapting selective dissemination of information (SDI) as a value-added service to Library à la Carte, an open-source content management system intended for subject and course library guides. Shedenhelm learned SDI in library school and used it early in her career in law firm libraries. In her current position as the Bibliographer for Latin America, Spain, and Portugal, she has used it to open lines of communication to faculty and students by capturing content about Latin America, Spain, and Portugal in otherwise general works, especially those that are not classed in the usual F and PQ call number ranges. While some of these titles would be readily apparent from scanning the New Titles List, the link for that list is a small one on the library catalog. Many of the chapters in other general works are searchable unless the table of contents is listed in a catalog record and are delayed in their inclusion in index databases. Shedenhelm used to gather new titles and relevant chapters in a document that she e-mailed to her liaison departments but she now maintains a Library à la Carte page, “Spanish & Portuguese: New Works in the Libraries.” Once a month she creates a list of the newest material and saves the old list as attached files, which are available for a year.

 

In the final presentation, “Publish, Not Perish! Supporting Graduate Students as Publishing Authors,” Barbara Alvarez discussed a workshop on publishing for graduate students. Alvarez and a colleague observed that they saw graduate students mostly early in their studies and less as they progressed. They felt, however, that research was only the beginning and they could offer support through the publishing process as well. While publish-or-perish is often associated with junior faculty, it creates anxiety amongst graduate students as well, who are concerned with making themselves competitive in a shrinking academic job market. Graduate students, though, may be reluctant to ask for advice from their professors and senior faculty may be decades removed from the experience of publishing as an early-career scholar. University of Michigan Libraries now house the University of Michigan Press as a department within the libraries, including MPublishing, which provides publishing consultation services and employs publishing outreach librarians, providing a natural partner for this project. Alvarez and her colleagues first began with a survey to find if such a workshop was needed and to identify what questions students have about the publishing process. The survey reported interest from students at all stages of graduate studies, including beginning students. Working from the survey results, they sought to address the following in a one-hour workshop:

  • the current publishing environment with information on Open Access and authors’ rights (covered by publishing consultants)

  • what and when to publish (covered by an invited junior faculty member with a strong publishing record)

  • how to select journals and publishers (covered by Alvarez)

  • how to respond to reviewers’ feedback

Future plans include open sessions available to students in all disciplines on general issues such as authors’ rights and sharing the workshop model with subject librarians to create discipline-specific workshops. Overall, the workshop was well-received. Alvarez and her colleagues concluded that it makes sense for librarians to be involved in the publishing process as an extension of research training. Graduate students may find the rapidly changing publishing environment to be overwhelming but it is a natural topic for librarians to keep up with. The workshop also supports change in academic publishing by educating young scholars about Open Access and their rights as authors.

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Questions & Comments:

Palaima asked Alvarez if the LibGuide is freely available. Alvarez replied that it is.

Anne Barnhart (University of West Georgia) asked if Alvarez had worked with faculty, as she has noticed that faculty need guidance on publishing strategy as well. Alvarez replied that they are especially hoping to attract faculty to the discipline-specific and focused topic workshops. Faculty present a lot of opportunity for this program, such as inviting currently active faculty for informal, focused conversation with their colleagues and graduate students.

Meagan Lacy asked Alvarez what departments were represented in the graduate students who attended the workshop. Alvarez replied that the initial workshop focused on Romance Languages and Literatures students as an experiment. They are planning to talk with other subject librarians to share details and offer the survey for reuse, with hopes that others will approach their respective departments.

Alison Hicks asked Shedenhelm if her lists on Library à la Carte are available by RSS. Shedenhelm replied that it is available through the UGA Libraries website and is freely available. It takes her about 20 minutes each month to create the lists. Meagan Lacy asked if Shedenhelm manually compiles the lists or generates them through an automated process. Shedenhelm replied that she types the lists.

Margarita Vannini (Instituto de Historia de Nicaragua y Centroamérica) asked Palaima to elaborate on the institutional relationships involved in digitizing the AHPN collection. Palaima replied that the AHPN was a very large project with lots of people working on it. The archive is approximately 80 million pages. Agreements signed with the AHPN require open access. Digitization was done on-site in Guatemala. UT sent hard drives which were returned full. The first batch was 11,000 documents which were sent to the Texas Advanced Computing Center (TACC) to be processed into TIFF files and derivatives. The site launched in December has sparse metadata but is open access. It is structured much the same as the physical archive, with documents organized by provenance and original order. Researchers can browse the digital archive by year, much as they would do with boxes of documents. There is currently no metadata for names and places. UT is expecting another 10 million documents and is working with the TACC to extract metadata the document images. This is challenging because of different handwriting, formats, and other variables throughout the collection. It has been a major collaboration over a long period of time. As soon as the website went live it received heavy traffic.

Rafael E. Tarragó (University of Minnesota) asked Palaima if Primeros Libros is limited to New Spain or if it includes all of Latin America. Early publishing also took place in Peru. Palaima replied that choices were made at the beginning of the project to limit the initial collection to Mexico. They hope to expand the collection geographically in the future.

Hicks asked Wenzel if Chicago’s PDA program included print or just e-books. Wenzel responded that it is currently just e-books. One factor in that decision is the speed of delivery and that it is currently faster to deliver materials through interlibrary loan or unmediated consortial borrowing. It is unclear if PDA for print would be an improvement in service.

Alvarez asked Wenzel if PDA records are loaded after a title-by-title selection or if they are loaded in a large batch of PDA records. Wenzel replied that PDA titles are loaded by batch based on the refined slips profile she has set partly based on subject headings. For example, she does not purchase language learning or ESL materials so those records are excluded from any PDA batch load.

 

June 18, 2012, 9:00 am-12:00 pm
Facilitator: Professor Doris Sommer, Harvard University
Rapporteur: Alison Hicks, University of Colorado, Boulder

What do you associate with the word clown? Perhaps it’s circus, buffoon, Auguste, Pierrot, traffic cop or a red nose. Wait, traffic cop? For Colombians, this isn’t as crazy as it sounds. As mayor of Bogotá from 1995-1997, Antanas Mockus sacked the corrupt traffic police and replaced them with clowns in an attempt to use theatrical displays to “gain people’s attention and, then, to make them think.” Traffic fatalities dropped 50% and Mockus now serves as inspiration for Harvard University’s Cultural Agents project that aims to build society through the arts and humanities. PRE-texts is one of the associated Cultural Agent projects that focus on using the humanities as a tool for civic engagement. Run by Doris Sommer, Ira Jewell Williams Professor of Romance Languages and Literatures and Director of Graduate Studies in Spanish at Harvard University, the project provides workshops aimed at engaging even the most reluctant readers, as well as training for teachers and artists. The workshops draw on new and longstanding Latin American cultural traditions such as cartonera or cordel literature to “develop…avid and creative readers by using classic literature as an excuse for making art.”

25 SALALM participants signed up for the three hour workshop with Professor Sommer, eager to experience and engage with the techniques and process that combine textual analysis with bookmaking, drawing, performing and writing. Working from the premise that all literature is recycled (Borges himself remarked that a written text is one of 10,000 options), Professor Sommer facilitated a collaborative process to help us pull out elements of a text and rework them into new interpretations and creations. In this way, we started to understand how literature works, the first step in the process of really understanding and engaging with an author and an essential part of empowering student literacy.

The Workshop

The first task of the workshop was to create a book cover out of the various recycled craft materials on the tables. As participants set to work happily cutting, gluing, drawing and coloring, Professor Sommer called for a volunteer to read aloud, just as tobacco rollers paid for professional storytellers to read Marx to them while they worked. The passage chosen was a 500 word extract from One Hundred Years of Solitude by Gabriel García Márquez (Chapter 1, “Holding a child by each hand…”). In true García Márquez style, the passage was fairly dense and full of allusions and metaphors, so another volunteer read the passage aloud again, a deliberate attempt by Sommer to try and channel the dramatic and engage participants as listeners before handing out a copy of the text to look at. We were then given five minutes to think of an aspect of the text that was puzzling, and share this as a question with the group. Very little about the text was left untouched as participants queried the various characters, melting Armenians and the cost of entry to the tent.

As we started to engage with the text, Professor Sommer was quick to highlight various instructional techniques too, allowing us to reflect on participating and facilitating at the same time. Thus, as the questions dried up, she reminded us that every student in the class had to join in fully with the activities. With an almost uncanny knack of working out who hadn’t spoken yet, she reminded us that skipping over a student’s contribution could imply that the facilitator either doesn’t care about the student or thinks they don’t matter. Faced with a classroom full of introverted librarians, this wasn’t as easy as it sounds. After the activity, Professor Sommer asked us to reflect on what we had learned. Highlighting the pitfalls of asking students what they had learned (the answer is usually “nothing”), she framed the question by asking us what we had done.

In the second activity, we were asked to think of an answer to one of those questions and write it down on a piece of paper. These answers were then “published” on a clothes line at the back of the room, drawing on cordel literature traditions. Answers ranged from the monosyllabic to the literary, drawing on the text to continue the story while also allowing our imagination and creativity to stretch the author’s original boundaries. After reading each other’s contributions we were again asked what we had done in that activity; I definitely marveled at my colleagues’ ingenuity!

The next activity was performance: each group was asked to pick a literary metaphor from the text and act it out to the wider group. With younger children, Professor Sommer remarked that she asked children to act out a scene, but for older students, drama can help scaffold complicated allusions, thereby helping them “crack the code” that can cloud understanding. Various metaphors from the text were acted out with varying degrees of success, including the phrases “smoking pitch,” “giving testimony on the Holy Scriptures,” and “the chest gave off a glacial exhalation.” Some mimes were harder to guess than others, but Professor Sommer reminded us that the aim of the exercise was to engage more carefully with the text rather than getting to the right answer.

The last activity involved drawing. Sitting back to back with a partner we took turns describing and drawing a character before hanging our finished masterpieces in the “gallery.” A “curator” then facilitated a discussion of the characters we had drawn, focusing on our inspiration and imagination as we drew from and built on the text.

At the end of the workshop, participants gathered around one final time to discuss the overall workshop experience, and in particular how we could draw on this experience in our own contexts in the future. Several public librarians reflected on how they might use the techniques in literacy programs or with reluctant readers summer workshops. Key takeaways for academic librarians focused around classroom management and how to draw on these core concepts of critical pedagogy in instruction sessions. Participants also remarked about how the workshop gave them a newfound understanding of the importance of collecting cartonera literature.

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