Session 1: New Liaison Roles
Jaguszewski, J. M. and K. Williams (2013), “New Roles for New Times: Transforming Liaison Roles in Research Libraries.” ARL, Washington, D.C. Available here
Gibson, C. and Meris Mandernach (2013), “Reference Service at an Inflection Point: Transformations in Academic Libraries.” Available here
Examples of New Roles
Jake Carlson, a data research scientist at Purdue University Libraries and Jeremy R. Garritano, the Acting Head of the Chemistry Library at Purdue University, reported on an organizational effort to embed librarians in project based e-science research settings. The authors drawing on their involvement with a project designed to expose undergraduate students to authentic scientific research offers practical advice and identifies skill sets that librarians new to e-science should expect to adapt to or develop. They further argue that library science skills provide a foundation for subject librarians to communicate effectively with researchers and other information professionals to address data curation and management needs. Knowledge of grantmanship, according to the authors, facilitates the transition from a supportive role to a collaborative role.
Jeremy R. Garritano and Jake R. Carlson, “A Subject Librarian’s Guide to Collaborating on E-Science Projects,”Issues in Science and Technology Librarianship 57 (2009). Available here
On February 18, 2011 Phoebe Acheson, the Classics Librarian at the University of Georgia, posted the following: “I’m lending myself to a Reacting to the Past game in the history department for the next several weeks – a role-playing game in which students hone their analysis, rhetoric, and writing skills by re-enacting debates around historical crisis points….”
Pioneered by historian Mark C. Carnes, Reacting to the Past (RTTP) has been implemented at over 300 colleges and universities in the U.S. and abroad. Mark C. Carnes wrote a commentary on active learning and the value of this game: “When absorbed in intellectual games of this nature, students find the customary diversions of college—beer pong, World of Warcraft, Facebook, fraternity hijinks—less compelling. The ideas, texts, and historical moments on which academic discourse depends become a part of their lives, and the friendships they forge in the heat of prolonged competition can transform their class into a community.” It makes perfect sense for a subject librarian to be a full participant in such a community. This is a game that requires a set of skills—speaking, writing, critical thinking, problem solving, leadership, and teamwork—in order to prevail in difficult and complicated situations. Faculty would welcome full engagement with the pedagogy on the part of librarians.
Phoebe Acheson, “Reacting to the Past.” Classics Librarian. (February 18, 2011). Available here
Megan A. Norcia has reported on an interesting pedagogical project she worked on in 2004, during her tenure as a Post-Doctoral CLIR Fellow. The purpose of the project was to enhance the educational experience of undergraduates engaged in literary studies by immersing them in the study of a primary text. The project was an outgrowth of her involvement with the development of a Digital Archive at Lehigh University, I Remain: A Digital Archive of Letters, Manuscripts, and Ephemera, and a desire to promote collaboration among humanities faculty on innovative uses of the archive in teaching and learning. She makes the point in her article that a collection needs marketing and advocates who will raise interest in, and awareness of, its possibilities. She finds a logical venue for outreach to faculty and uses it to present her ideas about pedagogical possibilities. A faculty member who is known to be innovative and committed to enhancing the learning experience of his students through the use of technology expresses interest in working with her on a pilot project in American Studies. Their jointly designed course, in a nutshell, has five groups of students work collaboratively in an online environment with an assigned letter written either by John Adams, Benjamin Franklin, Thomas Jefferson, John Jay or George Washington. Each group works closely with a librarian guide to identify sources to support the contexts they are building to create historical and social frameworks for the letters. The librarians and faculty learn about the letters and the process of contextualizing them right alongside the students. Each student submits a narrative description of their experience with “doing history” using the assigned letter, and the narrative, in turn, becomes part of the Digital Archive. This visceral experience of the archival research process generates an enthusiastic response from student participants.
Megan A. Norcia, “Out of the Ivory Tower Endlessly Rocking: Collaborating Across Disciplines and Professions to Promote Student Learning in the Digital Archive,” Pedagogy 8, no. 1 (2008), 91-114. Available here
Rebecca Federman, the Culinary Arts Subject Librarian (in addition to the Electronic Resources Librarian) at the New York Public Research Libraries spent a number of years building a community of Food Studies enthusiasts through her animated blog Cooked Books. She was able to capitalize on this slow and steady outreach effort when the time came to engage the community in her crowd-sourced collections initiative undertaken in collaboration with Amy Azzarito, the former NYPL Digital Experience producer, and Ben Vershbow, the NYPL Labs Manager. Rebecca noticed a strong interest among users of the menu collection in doing research on specific dishes, which was very difficult to do. Although the 10,000 menus in the collection had been digitized, there was no efficient way to search the content of the menus. Rebecca and her colleagues considered and rejected optical character recognition (OCR) software as a tool for transcribing the menus because the menus were often handwritten, used abbreviations and had extremely inconsistent fonts. The group enthusiastically endorsed Amy Azzarito’s recommendation to try to build a searchable database by inviting individual members of the Food Studies community to help crowd-source the content. On Saturday April 23, 2011 Rebecca announced the existence of the site via her blog Cooked Books:
“This past Monday evening, the New York Public Library launched “What’s on the Menu?”, a web site which invites the public to transcribe our digitized historical menus….” By Wednesday, April 27, 2011, the New York Times published an article lauding this crowd-sourced effort that had already rallied thousands of participants. Ben Vershbow is quoted as being amazed at the ferocity of the response, noting that he and Ms. Federman only used social media to invite participation.The selection of the collection, captivation of interest through social media, and the partnership with the user in transforming the content into something new, a searchable database, is compelling and translatable to an academic environment. There should be space and opportunity for subject librarians to pursue such ideas and undertakings.
Session 2: Intellectual Property
Readings and Resources
Fair Use and Copyright M. Brown Presentation
NYU Libraries Copyright Research Guide
Berkman Center for Internet and Society (2012), Copyright for Librarians: the essential handbook.
LIBLICENSE – Licensing Terms and Vocabulary
SERU (Shared E-Resource Understanding)
Public Domain Slider
Creative Commons licenses
NERL (NorthEast Research Libraries) model license
CWK License Agreement with Comments
ASCE Single Site License with Comments
London Review of Books Draft License
Examples of IP Questions
1. Art history faculty wants to download images from ArtStor and submit them to her publisher for inclusion in her upcoming book.
2. A professor is writing a book on literary criticism and wants to include portions of Amiri Baraka’s poems. Is copyright clearance required?
3. For a course, students are assigned to read The Waves by Virginia Woolf — it’s available on the open web as an online e-book from a couple of Australian sources, where the book is in the public domain. However, it’s not in the public domain in the U.S., so the issue is whether it would be okay for the professor to point students to the Australian version to use for the course. Would this practice raise any copyright concerns?
4. I wonder if you could advise me on the following issue. I have just written a paper for BMC open source journal on public health issues in China’s Pearl River Delta Region. We would like to include the attached map that we downloaded from the Hong Kong University website: http://www.cityu.edu.hk/lib/collect/prdyrd/bg_e.htm The editor of BMC seems to think that this is a copyrighted map and that we need official permission to reproduce. I have written to library and not received any response. Do you think we really need permission? How would you proceed?
Session 3: Digital Scholarship
Breaking the Code: The Developing Librarian Project @Columbia http://www.developinglibrarian.org
Digital Librarian Initiative @Emory https://scholarblogs.emory.edu/dli/about/introduction-to-dli/
Boock, M. (2008), “Organizing for Digitization at Oregon State University: a Case Study and Comparison with ARL Libraries.” The Journal of Academic Librarianship, 34, no. 5:445-451. Available here
Walters, T. and K. Skinner (2011), “New Roles for New Times: Digital Curation for Preservation.” ARL, Washington, D.C. Available here
Session 2 – Intellectual Property
Session 3 – Digital Scholarship