Library of Congress to Remove the Subject Heading “Illegal Aliens”

It’s not often that cataloging issues are considered newsworthy in the library profession at large, but this news is most definitely worth sharing.

The Library of Congress recently announced that it will soon be removing the subject heading Illegal aliens (and all related headings) from its list of authorized subject headings.

Library of Congress Subject Headings photo by liltree, cc by-nc-nd 2.0The decision comes on the heels of a year and a half of lobbying efforts which originated here in the Dartmouth College Library. Research and Instruction Services librarians Amy Witzel and Jill Baron had worked closely with the campus student group CoFIRED (Coalition for Immigration Reform, Equality, and DREAMers), who expressed strong concerns about the use of the term “Illegal aliens” in library catalogs and other discovery tools. Amy, Jill and I prepared the necessary documentation to make a formal petition (through our Library’s membership in the SACO program) to the Library of Congress to change the subject heading. After months of deliberation, the Library of Congress denied our petition on the grounds that Dartmouth’s proposed replacement heading (Undocumented immigrants) was problematic in the context of their internal terminology.

At the American Library Association’s Midwinter Meeting in Boston in January of this year, one of my colleagues on ALA’s Subject Analysis Committee continued to pursue the issue of removing the subject heading Illegal aliens within various components of ALA and succeeded in bringing the matter before ALA Council as a resolution. ALA Council overwhelmingly passed this resolution, urging the Library of Congress to replace this subject heading.

In February of this year, the Library of Congress again considered the request, this time at a much higher administrative level, and agreed to remove the heading Illegal aliens and replace it with two new headings: Noncitizens and Unauthorized immigration. It should be noted that it is extremely rare for the Library of Congress to make changes to its subject headings based on community pressure.

This decision represents a great victory not only for the Dartmouth students who initiated the process, but for all undocumented library users in the United States and those who champion their rights and dignity.

For more information, see: http://www.loc.gov/catdir/cpso/illegal-aliens-decision.pdf

(Photo by liltree, cc by-nc-nd 2.0)

John DeSantis, Cataloging and Metadata Services Librarian and Bibliographer for Film, Theater and Russian Language and Literature

Library Teaching Quarterly: WI16

Keeping you up to date with Library teaching and outreach activities.

House Librarians
by Laura Barrett, Director of Education & Outreach

Founders Day -- School House

A student signs the School House book during Founders Day in Baker-Berry Library.

On February 26, Dartmouth’s new housing communities were launched! All current non-graduating students were invited to Founders Day at Baker-Berry Library where they learned their house affiliations, met their house professors, signed the house founders books, and received house scarves and t-shirts. The Library’s role in the new house system runs deeper than being the happy hosts to Founders Day, though. Each of the house communities has its own house librarian. The house librarians will be active members of the house communities and will partner with house professors to enrich the intellectual engagement of the communities.

House Librarians

House Librarians, from L to R: Andi Bartelstein (South House), Ridie Ghezzi (McLaughlin Cluster), Laura Barrett (West House), Jill Baron (East Wheelock House), Katie Harding (School House), Pamela Bagley (North Park House), Caitlin Birch (Allen House)

Biomedical Writer’s Retreat
by Heather Johnson, Research and Education Librarian

Matthews-Fuller Health Sciences Library

Matthews-Fuller Health Sciences Library

The Biomedical Libraries held its first Biomedical Writer’s Retreat January 29-30, 2016. The purpose of the retreat was to support researchers in the process of manuscript preparation; the retreat organizers provided access to writing support, research assistance, and a quiet space to facilitate the writing process. To help participants develop their writing skills, the retreat was structured to balance protected writing time and programming. The program included time with a writing specialist who met individually with each participant to give feedback on a sample from their draft manuscript and to discuss steps to improve logic, clarity, and the writing process. The Biomedical librarians also met with each participant to discuss best practices for literature searching, strategies to increase article and personal research impact, and things to consider when selecting a journal for manuscript submission. Participants also attended three seminars, one of which was led Jen Green and Barbara DeFelice from the Library’s Scholarly Communication, Publishing and Copyright program. A full description of the event and the agenda are available online.

Participants provided positive feedback on all aspects of the retreat, and provided suggestions to improve future iterations of the retreat. The Biomedical Libraries hope to offer a second retreat this summer.

30 Tools for 30 Days
by Katie Harding, Physical Sciences Librarian
30tools30days During winter term, librarians in the Kresge Physical Sciences Library used their blog to share ideas with the Dartmouth community about some exciting tools in scholarly communication. 30 tools for 30 days is a series of blog posts about 30 innovative websites, programs, and apps designed to assist researchers in each of six phases of the research cycle – discovery, analysis, writing, publication, outreach, and assessment.

Kresge librarians Katie Harding, Lora Leligdon, and Jane Quigley identified tools that would be of interest at Dartmouth, and each day posted a synopsis of a new tool. Inspiration for the blog series came from the poster 101 Innovations in Scholarly Communication: The Changing Research Workflow by Jeroen Bosman and Bianca Kramer at Utrecht University. The 30 tools for 30 days posts can be found on the Kresge Physical Sciences Library and Cook Mathematics Collection blog.

DartmouthX: Creation
by Memory Apata, Music Library Specialist

The American Renaissance team on site in Salem, MA.

The American Renaissance team on site in Salem, MA.

The American Renaissance: Classic Literature of the 19th Century, a massive open online course (MOOC) by DartmouthX, opened for students around the world February 16th, 2016. The course is being taught by Professors Jed Dobson and Donald Pease, who also taught a residential version of the course by the same name in the Winter 2016 term. The course explores seven authors from the antebellum period: Ralph Waldo Emerson, Frederick Douglass, Harriet Beecher Stowe, Walt Whitman, Mark Twain, Herman Melville, and Nathaniel Hawthorne.

Substantial contributions from Library staff were key components in the development of the MOOC. As the subject specialist for English, Laura Braunstein was a member of the course team from the beginning, consulting on course development, reading selection, and learning goals. Barbara DeFelice, Director of Digital Resources and Scholarly Communication, consulted on rights for secondary reading materials, including essays by the professors. Jay Satterfield, Head of Rauner Special Collections Library, presented in a video titled, “The Plurality of the Whale,” in which he examines different editions of Moby Dick to discuss how the physical manifestation of a text affects the student’s reading of that text. For example, if a book is marketed as a classic, the student often recognizes the book as such and disregards any moments of misunderstanding as a fault of their own rather than a fault of the text. You can read more about the fall 2015 exhibit on the various and diverse editions of Moby Dick in Rauner’s collections. Memory Apata, Music Library Specialist, is the lead teaching assistant for the MOOC and curated an exhibit in the Paddock Music Library called “Music and the Writers of the American Renaissance.” The exhibit runs through April 9th and showcases scores, books, recordings, and video of music inspired by the authors being read in the course.

Baker Tower

How many people does it take to build an institutional repository?: Part Two

DAC_LogoThis is a two part post to introduce you to the Dartmouth Academic Commons and the people involved in its development.

(Read Part One)

Working Groups to ensure DAC’s success

There are multiple working groups that address DAC’s diverse needs.  These groups allow both ITS and Library professionals to combine their knowledge in a structured way.

DAC Education, Outreach, and Public Relations Working Group (DACEOP):

DACEOP outlines and coordinates the broad messages and public relations materials for the multiple, related initiatives and components of the Dartmouth Academic Commons.

Workshops and other teaching opportunities are designed and facilitated by members of the group in collaboration with other working groups associated with DAC.  Library liaisons have a large role in DACEOPs goals as they share important information and updates about DAC and the Dartmouth Faculty Open Access policy with the faculty with whom they collaborate.

Cast of characters involved in promoting DAC:

  • Laura Barrett (Director of Education and Outreach), Baker-Berry Library
  • Barbara DeFelice (Director of the Scholarly Communication Program), Baker-Berry Library
  • Carole Meyers (Project Director), Information Technology Services
  • Library Liaisons—many many from across the Dartmouth disciplines

 Open Dartmouth Working Group (ODWG):

 ODWG works to engage, inform, and educate faculty, students, and administrators at Dartmouth on open access, public access, author rights, and copyright pertaining to publishing.  Topics like open access publication practices and public access requirements can vary greatly across disciplines, which means it is important for this group to include librarians across the Dartmouth College Library system (Kresge, Feldberg, Dana and Matthews-Fuller, and Baker-Berry) who can provide insight on specific questions and needs that arise across academic disciplines. The ODWG engages and educates Dartmouth through exhibits (Open Dartmouth), events (Open Access Week), and a variety of workshops offered in collaboration with the Education, Outreach, and Public Relations Working Group.

Cast of characters involved in supporting open access:

  • Jill Baron (Librarian for Romance Languages & Latin American Studies), Baker-Berry Library
  • Barbara DeFelice (Director of Scholarly Communication Program), Library
  • Jen Green (Scholarly Communication Program, Digital Scholarship Librarian), Library
  • Janifer Holt (Business and Engineering Librarian), Feldberg Library
  • Lora Leligdon (Physical Sciences Librarian), Kresge Library

DAC Workflow Group:

DAC Workflow Group addresses questions about workflow for acquisition and description of content submitted to DAC. DAC will be a system that ingests articles and other forms of scholarly content, and this is the group that makes decisions about what file formats can be accepted, how objects should be described, and the paths that the objects must follow through DAC for accurate processing and presentation. The DAC Workflow Group members will have the expertise to process DAC’s content in its various stages from ingest to preservation. Through their conversations, they can identify and address workflow, metadata, and structural challenges that arise when building a repository.

       Cast of characters addressing DAC workflow:

  • Shaun Akhtar (Metadata Librarian), Library
  • John Bell (Lead Developer), Information Technology Service, Library
  • Barbara DeFelice (Director of Scholarly Communication Program), Library
  • James Fein (Head of Acquisitions and Collection Assessment), Library
  • Jen Green (Scholarly Communication Program, Digital Scholarship Librarian), Library
  • Eliz Kirk (Associate Librarian for Information Services), Library
  • Carole Meyers (Project Director), Information Technology Services
  • Jenny Mullins (Digital Preservation Librarian)
  • Barb Sagraves (Head of Preservation Services), Library
  • Cecilia Tittemore (Head, Cataloging and Metadata Services),Library

Elements Sub-Group:

The Elements Sub-group is responsible for evaluating and making workflow recommendations for Elements, a system that will harvest scholarly citations and feed them into DAC. This work helps them understand how to best integrate the information from Elements into DAC. Elements, like other systems that will connect with DAC, has significant metadata, information management, and processing needs.  The sub-group evaluated those needs and will provide recommendations on who within the Library and ITS system has the expertise to manage Elements’ data and make sure that it interfaces smoothly with DAC. This sub-group may look at other integrating systems as DAC’s development progresses.

Cast of characters evaluating Elements:

  • John Bell (Lead Developer), Information Technology Services
  • James Fein, Head of Acquisitions and Collection Assessment, Library
  • Jen Green (Scholarly Communication Program, Digital Scholarship Librarian), Library
  • Janifer Holt (Business and Engineering Librarian), Feldberg Library
  • Heather Johnson, Research and Education Librarian, Biomedical Libraries
  • Tom Mead, Research and Education Librarian, Biomedical Libraries
  • Carole Meyers (Project Director), Information Technology Services
  • Becky Torrey (Acquisitions Services Supervisor), Library

The critical breadth and depth of expertise that Library and Information Technology staff contribute to bringing dreams of DAC into reality is clear, but DAC’s success is also dependent on the advice and input colleagues across Dartmouth’s campus.  The Council on Libraries, for example, plays an extremely significant role in advising Library and ITS staff on how to work with their faculty peers to utilize the Dartmouth Faculty Open Access Policy and encourage participation in DAC when it is available. The Council on Libraries also provides valuable perspective on the services that DAC should offer to best suit the needs of their peers. DAC and its integrated systems are compelling goals due to the contributions of these Dartmouth experts from across this vibrant institution.  Working to bring DAC to fruition is challenging, exciting, and daunting, but with the support of colleagues, DAC will help Dartmouth be a leader in the future of scholarly communication and access to open information.

Who can you contact about DAC and where can you find more information?  Check out the Scholarly Communication Lab blog for contacts, updates, events, and more.

 

How many people does it take to build an institutional repository?: Part One

DAC_Logo

This is a two part post to introduce you to the Dartmouth Academic Commons and the people involved in its development.

Part One:

The short answer is, many bright, driven, diverse, and collaboratively-minded individuals. The long answer can be best articulated by learning who is involved in building what aspects of Dartmouth’s repository, the Dartmouth Academic Commons (DAC).  The time and expertise of programmers, project managers, directors, librarians, catalogers, digital specialists, collection specialists, and faculty advisors spanning a variety of areas including Information Technology Services, the Dartmouth College Library, and Administrative units across the campus, is critical to an effective, innovative, and networked institutional repository for Dartmouth.

DAC will be a service provided by the Dartmouth College Library (DCL) and Information Technology Services.  It will fulfill the goal of implementing the Dartmouth Faculty Open Access Policy (described below) by making scholarly work available freely to a wider audience. DAC is currently in the design and development phases. It is intended to provide long-term access, storage, and preservation to a range of digital content created by members of the Dartmouth community, such as journal articles, theses and dissertations, and full books. DAC is comprised of a suite of management tools that include collection, description, organization, storage, and preservation of content. The materials deposited in DAC reflects the intellectual output of Dartmouth faculty, researchers, staff, and students, and is educational, scholarly, or research-oriented in nature.

There are many components to designing, structuring, and maintaining an institutional repository and its content, so it’s no wonder that many professionals from many backgrounds need to be involved. Let’s take a closer look at DAC’s components and the types of people that contribute to its creation.

Designing and building DAC:

The Dartmouth Faculty Open Access Policy is the primary reason for Dartmouth’s need for DAC. Proposed by faculty on the Council on the Libraries, such a policy provides a prior license to the final peer reviewed author’s manuscript of journal articles.  Librarians within the Scholarly Communication Program and the Library Administration worked with faculty on drafting a policy that would work best for Dartmouth faculty, while building on practices in other institutions. When the policy was approved by faculty in the Thayer School of Engineering, the Arts and Sciences, and the Geisel School of Medicine, the Dartmouth Library was charged with developing an implementation plan and infrastructure to fulfill the intent of the policy and to respond to long standing requests for such a resource. DAC is being built to be this resource.

Highly skilled programmers and ITS professionals are critical as we build DAC’s technical infrastructure and metadata frameworks.  DAC needs to be a system that will ingest, store, preserve and present content, while adhering to applicable policies and copyright.  As the programmers design and build the system, they will work closely with the Scholarly Communication Program to ensure that the system will follow standard library information management practices and fulfill the purposes for which it is being designed. In other words, design and construction of a system cannot happen in isolation.  Many experts come together to ensure that the system will facilitate a variety of needs for a variety of users.

Cast of characters involved in the Designing and Building a Repository:

  • John Bell (Lead Developer), Information Technology Services
  • Eric Bivona (Senior Programmer), Library
  • Barbara DeFelice (Scholarly Communication Program, Director), Library
  • Carla Galarza (Programmer), Library
  • Jen Green (Scholarly Communication Program, Digital Scholarship Librarian), Library
  • Eliz Kirk (Associate Librarian for Information Services and Project Leader), Library
  • Carole Meyers (Project Director), Information Technology Services

Read part two of How many people does it take to build an institutional repository?” where you will learn about people involved in working groups that ensure DAC’s success.

OpenCon: Early Career Researchers Pave the Way

OpenCon 2015 graphicPosted on behalf of Rachel Obbard, Assistant Professor of Engineering
Thayer School of Engineering at Dartmouth

Part 2 of 2 on what I learned at OpenCon 2015: Background and Open Access
(Read Part 1: Making Opportunities for Scholarship More Open: Open Access, Open Data, and Open Education)

Open Data

This is the second part of a two-part blog on the ideas I took away from OpenCon 2015. OpenCon is an annual conference where attendees work towards developing a more open system for sharing the world’s information — from scholarly and scientific research, to educational materials, to digital data.

A major topic of OpenCon 2015 in November was the difficult area of open data.

Data is open when it is publicly available and structured so that it is fully accessible and usable. In the U.S. (and in many European nations) there is a federal governmental push toward open data practices. Here, the White House Open Government Initiative has already trickled down into agency initiatives (for example, see http://www.nsf.gov/data/), grant requirements, and proposal guidelines. The deliberate structuring of data to be discoverable and usable is as important as the accessibility of the data itself. Agencies, repositories, and scientific communities are all working on developing common metadata terms so that users can more efficiently find data.  If you are hosting datasets yourself, you may be interested in a service of the Dartmouth Library to enable you to have DOIs for your datasets, an important aspect of making a dataset public and citable.  Having well-documented open data is a major path towards making it easier for you to get credit for your research, too.

Some of the challenges of Open Data include:

  • The sheer volume and increasing rate of data being produced
  • The lack of infrastructure and funding, not only for collecting, processing, and archiving data, but for maintaining those archives
  • The difficulty of data discovery across different repositories/registries, platforms, and data sets. Data discovery systems are still overly simplistic and catalog/registry-based OR very heavy weight and top-down
  • Development of data access systems is divergent in terms of infrastructure, data standards and conventions, and format
  • The long tail of data. Some data is open, managed, and usable. Even more is open but poorly managed or requiring the original authors’ assistance to use, but the vast majority is not openly accessible, not managed. It is still in individuals’ notebooks, hard drives, and thumb drives!

Practical (and sometimes required) Steps

  1. What can we do? As individual scholars, we can make a point of uploading our data to our institutional repositories, as well as to discipline-specific ones.  Most of these are members of world data centers or network data centers, umbrella bodies representing groups of data stewardship organizations with search services across multiple repositories. Figuring out which repository to use can be daunting to new researchers, but a librarian can help you.
  1. If you are applying for funding from government agencies or private foundations, you will probably be required to describe how you will make data publicly available in a data management plan. At Dartmouth, the Library, the Office of Sponsored Projects, and ITS have collaborated on implementing the Data Management Plan Tool. This is a very useful resource for those of us writing research proposals, as it provides not only data management plan formats for many agencies, but actual sample data management plans as well.
  1. Familiarize yourself with and use Creative Commons designations, so the right to use and republish your data is unambiguous and users know how to do the right thing. For guidelines see https://creativecommons.org/. To embed Creative Commons licenses directly into Word, PowerPoint, and Excel documents, see CC Word Add-in.
  1. Help spread the word. Many scholars are resistant to sharing data because of fears that they will be scooped, or that their data will be used without attribution or even misused. I can’t say this won’t happen; I’ve seen it. But chances are that the benefits to society of sharing your data will outweigh the disadvantages. You know your data far better than other people. Even with good annotation, it is difficult to use someone else’s data. If other scholars find something you missed, then you probably weren’t going to see it anyway. What’s more, they may have a way of using it that is completely orthogonal to your purpose and will generate new knowledge.
  1. Institutions and agencies can also proactively make data archiving and metadata creation easier for scientists, improve sharing and collaboration infrastructure, and provide funding for data curation.

Open Educational Resources

We all know how expensive textbooks can be! At community colleges, the books often cost students more than tuition. Many students cannot afford textbooks, or choose not to buy them, even when forgoing textbook purchases affects their learning. Student groups on some campuses (e.g., the University of British Columbia) are fighting back, pushing for open educational resources to be used wherever possible, and working with their administration, professors, and even their bookstores to make it happen.

Practical Steps

Professors can work with their subject area librarians to identify open access resources for their students, or even consider writing an open access textbook. Like open access journal publication, this is an idea waiting for proven economic models. My own informal survey at the recent American Geophysical Union conference turned up a range of responses from publishers, ranging from, “Yes! We offer this” (http://www.frontiersin.org/) to “We are waiting to see what others do” to “What is open access?”

Of course, providing open educational resources is just the beginning. What we really want is to develop communities of open practice. We want students learning to work in (and to create and contribute to) an open environment. Students need to be shown how to identify, and find value in, good open resources. Some ways for teachers to promote open practices in the classroom include:

  1. Explain and model a philosophy toward open educational resources and open access publishing
  2. Find and use Creative Commons licensed materials and license your own materials that way
  3. Try to design your class without a required textbook purchase. Use an open access textbook (I like http://www.motionmountain.net/project.html) or resources available online. Ask your subject area librarian for suggestions. See
    1. CCOER – lists of open textbooks in various fields
    2. OpenStax – publisher of open source textbooks
    3. BC Open Textbooks Project – mostly social sciences subjects
    4. OER Commons – open educational resources
  4. Use peer review and annotation as a teaching tool. Have students critique one another’s work (using Canvas or social networking tools such as WordPress, Tumblr, or Blogspot) for participation grades
  5. Have students create content for Wikipedia or put their work on Wikibooks for an assignment or a final project

Wondering how to navigate the copyright waters when planning your syllabus or assigning research papers?  Ask a librarian!  Attend a copyright workshop, invite a librarian to your class to discuss this with your students, and advise on their specific projects.

Making Opportunities for Scholarship More Open: Open Access, Open Data, and Open Education

OpenCon 2015 graphicPosted on behalf of Rachel Obbard, Assistant Professor of Engineering
Thayer School of Engineering at Dartmouth

Part 1 of 2 on what I learned at OpenCon 2015: Background and Open Access
(Read Part 2: OpenCon: Early Career Researchers Pave the Way)

Background

There is something extraordinary happening.  Lots of extraordinary things, actually, all benefits of the internet – improvements in our understanding and appreciation of other cultures, support for marginalized segments of the population, new economic models, international collaboration, alternatives to traditional schooling – the list goes on and on.  One of the most powerful of these in the scholarly context is the Open Movement, the trend towards more open sharing of data, scientific publications, and educational resources.

In November, I had the good fortune to attend OpenCon 2015, an annual conference where attendees work toward developing a more open system for sharing the world’s information — from scholarly and scientific research, to educational materials, to digital data. OpenCon is more than a conference series; it is a community that aims to advance Open Access, Open Education, and Open Data. Once a year, its members come together from across the world to learn about the issues, develop critical skills, and return home ready to catalyze action.

Thanks to a travel scholarship provided by Dartmouth College Library, I was able to attend two days of talks, panels, and project presentations in Brussels, Belgium (November 14-16, 2015), and take part in workshops on specific problems, strategies, and tools of the Open Movement*, including Creating Open Content, Advocating Open Access on Campus, The Role of Open Content in the Classroom, and What can Funders Do to Incentivize Open Science?  I came away with ideas, resources, and contacts to a vibrant OpenCon community. I describe in two blog posts the key messages I took home from the conference, and some practical steps for students and educators who want to support the movement.

*Although the Open Movement is a distributed effort, there are a few influential individuals, such as Michael Eisen, early Open pioneer and Founder and Editor of PLOS, and some organizations, the biggest of which is SPARC® (the Scholarly Publishing and Academic Resources Coalition) and its the Right to Research Coalition project, an international alliance of student organizations that advocate for and educate students about open methods of scholarly publishing (see http://www.sparc.arl.org/).  At Dartmouth, the Library’s Open Dartmouth Working Group provides educational programming and consulting for the Dartmouth community on these issues.

Open Access and Public Access

Open Access refers to making scholarly work available to everyone, not just those who can afford it or those who have the good fortune to work for institutions that can. In theory, the greater the access, the greater our collective productivity. The devil in the details here lies in developing economic models for open access journals. Someone needs to pay for the editorial staff and infrastructure required to compile, publish, and curate quality work. Currently many open access journals require paper processing fees, which shift the cost from reader to author but may simply replace one barrier with another. Within the Open Movement there is a growing sentiment that “We need to abandon [traditional] scientific journals, not reform them” (quote from an OpenCon speaker). There were even stickers putting down a popular, and notoriously heavy-handed, publisher.

I came away from OpenCon with ideas for things I could do in each of the Open focus areas. I include them here as suggestions for action.

Practical Steps

  1. Sign the Open Pledge (http://www.openaccesspledge.com/) and post it on your webpage.
    “I pledge to devote most of my reviewing and editing efforts to manuscripts destined for open access. For other manuscripts, I will restrict myself to one review by me for each review obtained for me by an outlet that is not open access. Here, manuscripts destined for open access mean those that the authors or journal post on institutional or university repositories, or those that are made open access by the publisher within 12 months. Because I believe that access to publicly funded research should be free, I will also support open access in other ways.”
  1. Publish more. Publish openly. Make your past publications accessible wherever possible.
    1. Publish pre-prints on your web pages when you can. Talk to the librarians in the Scholarly Communication, Copyright and Publishing Program about what you can post where. Publishing pre-prints is often permitted even by traditional journals. For guidelines on what is allowed, see the SHERPA/RoMEO database of publishers’ policies on copyright and self-archiving. You will be encouraged to deposit these in the Dartmouth Academic Commons, Dartmouth’s institutional repository,  as that develops.
    2. Publish negative data (data that doesn’t support your hypothesis, or is simply not being used).
    3. Be active on your scholarly or scientific journal editorial boards to effect change to a more open system in your field.
  2. The Directory of Open Access Journals is an online directory that indexes and provides access to high quality, open access, peer-reviewed journals. Dartmouth librarians can also help authors identify open access journals for their next papers.
  3. Apply for the Dartmouth Open Access Fund to cover article processing fees.
  4. On the institutional level, open access publishing could be enabled by changes in promotion and tenure guidelines that encourage open access publication. Many institutions are considering using this metric as well as impact factor or citations as proxies for impact, as open access publishing can lead to broader impact.

A Lot of Good This Daylight’s Gonna Do Us – Cult Cinema from 1968 to 1988: Three Directors

A Lot of Good This Daylight’s Gonna Do Us – Cult Cinema from 1968 to 1988: Three Directors is on display in  Baker-Berry Library, Berry Main Street: January 5 – March 11, 2016. This exhibit examines the work of John Carpenter, David Cronenberg, and George Romero within their larger cultural context. Curator Wesley Benash explains his long-standing interest in the subject:

Cult Film exhibit poster“When I was six years old, by father let me rent Brian De Palma’s film Carrie from the video store.  It scared the hell out of me, but it also spawned a lifelong fascination with the shadowy, macabre underbelly of the cinema.  As a young boy and teenager, I was interested in these films for their sensational elements –violence, gore, and sex.  As I grew up, I began to appreciate them for their sociopolitical elements instead, and I came to understand how less reputable forms of cinema, such as the horror film and exploitation film, frequently had much to say about the societies in which they were produced.  As a student, I have parlayed this interest in cult film into scholarship; the admiration and appreciation I have for these films serves as the backbone of the thesis I am writing in Dartmouth’s Master of Arts in Liberal Studies program.

“The films on display, and others like them, tend to function as cinema’s id, forcing us to acknowledge the ugliness within society and within ourselves; it is for this reason that they repulse so many viewers.  But for those who are willing to open their minds to these films, they are equally audacious and enlightening.

“I obsessively watched the works of John Carpenter, David Cronenberg, and George Romero as a boy and teenager.  I think they are great artists and that their best work stands up to the finest products of Hollywood, Italian neorealism, the French New Wave, or any other period in cinema history.  It is my hope that upon viewing their work, you will feel the same.”

Exhibit curated by Wesley Benash; design by Dennis Grady, Library Education and Outreach.

Baker-Berry Library and “Star Wars” in Gingerbread

b-bIf you have had the opportunity to walk through the lobby of the Hanover Inn this holiday season, you have been welcomed by the Inn’s amazing gingerbread display located in the center of the room. While always a work of art, this year’s theme in particular struck our fancy. Bedecked in icing snow and fondant figures, Baker-Berry Library proudly stands its ground in league with a myriad of Stormtroopers, Princess Leia, Luke Skywalker, Yoda, and other “Star Wars” characters. ‘Tis the season!!

2015-12-15 10.26.05As my colleague and I studied the display from every angle, many questions arose for which we had no answers. We decided that if we wanted to know the answers, others probably did as well. Thanks to Alex Zullo, Director of Sales and Marketing at the Inn, our questions were answered quickly, and we thought we would share them with you. Below are the results of an email interview in which Ms. Zullo kindly resolved our inquiries. Thank you to Alex for taking the time to share her knowledge, and to Pastry Chef Pam for her amazing creation!

Baker-Berry Library: How does the Inn decide on a theme for the gingerbread display each year?
Alex: Pam, our Pastry Chef, is the one that makes the decision as she is the leader in creating the display. She bounces ideas off of Executive Chef Justin Dain and the team and then she decides. She like to work with themes that children will relate to.

Baker-Berry Library: How many people actually work on the display?
Alex: Pam is the leader, along with her assistant Ashley.IMG_2290

Baker-Berry Library: How early do you have to start making the gingerbread display before you are ready to mount it?
Alex: Pam starts making it right after Halloween as it is made completely from scratch.

Baker-Berry Library: Is the display totally edible, or do you have to use inedible materials as well?
Alex: Completely edible, but by the time it is a month old it might not be too tasty!

Baker-Berry Library: What do you do with the display once the holiday season is over?
Alex: The gingerbread walls are recycled or sustainable for the organic farm. Some of the candies make it but typically it is taken apart and discarded.

Baker-Berry Library: How many years has the Hanover Inn been putting up a holiday display (I’ve worked at the Library for 20 years, and I don’t remember ever NOT seeing one)?
Alex: This is a good question and I love to say since the beginning of time! I am checking all over the property with a few of the employees that have been here for 28 years and as far as they can remember there has always been one.2015-12-15 10.26.42

Author Rights: What are Yours?

Simbolo_CAuthors who want to share the results of their research and scholarship with a wide audience may find it odd that we’re addressing “author rights” in this blog.  Many authors think that once they write something and publish it, they can share it with whomever they please. But due to a long tradition of copyright transfer or license for works to publishers, this is often not the case.

Most authors don’t begin their research and writing with a consideration of what rights they would like to retain once the work is published.  In fact, after spending months or years researching and writing an article or book, submitting it to a journal, waiting for a response, and celebrating a publication acceptance, the publisher’s required copyright agreement may feel like an afterthought. In many cases, authors forget that the rights to their published work are theirs until they give them away (via a copyright agreement).  Often, the agreement is quickly signed, the work gets published, and the author is satisfied — until they think of a way that they’d like to reuse their work in subsequent months or years.  If this happens, librarians in the Scholarly Communication program are available to help authors understand the agreement they signed and provide advice on how authors can communicate with their publishers about rights.  There are also resources that we can recommend to assist authors in the early stages of the publishing process.

Ideally, an author would consider where to submit their work for publication based on what rights they’d like to retain.  If you are interested in exploring that for books and book chapters, we can help you modify your contract, based on prior experiences.  If you are interested in exploring that for journals, a great starting place is SHERPA/RoMEO, an easy-to-use, free, online resource that helps authors understand key points within a publisher’s copyright agreement.

Please don’t hesitate to contact us if you have questions:
Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing
Jen Green, Digital Scholarship Librarian
http://www.dartmouth.edu/~library/schcomm/

Climate Change Summit and Access to Knowledge-Free Texts

UNClimateChangeLogoThe United Nations Conference on Climate Change, known as COP21, brought world leaders and climate change scientists and activists from around the world together in Paris from 30 November to 11 December 2015. To forward the goals of broad engagement in this complex suite of issues, it is crucial that access to peer reviewed research, reviews of topics that are grounded in that research, and reliable background texts are all available broadly and openly. This second of 3 posts about access to information that informs citizens, policy makers, government officials and scientists alike highlights some useful texts that were made freely available in light of the significant meeting.  

  1. Climate Intervention, a 2 volume set, is available for free download from the National Academies Press (NAP).  The volumes are: Climate Intervention: Carbon Dioxide Removal and Reliable Sequestration and Climate Intervention: Reflecting Sunlight to Cool Earth.  One of the first publishers to provide free PDF of the print books that are sold to cover costs, the NAP provides materials that connect science to policy.
  2. Knowledge Unlatched is an innovative open access book publishing model, where libraries contribute the to costs of production by academic presses and therefore make selected books openly available. Key titles relating to global climate change issues are Understanding the Global Energy Crisis, by Eugene D. Coyle and Richard A. Simmons, and published by Purdue University Press, and On Global Citizenship, by James Tully, published by Bloomsbury Academic Press.
  3. Climate Change Research from the publisher Routledge is a freely available book that includes sections from books that from the series Advances in Climate Change Research.
  4. Elsevier is making a “virtual special issues” of the Current Opinion in Environmental Sustainability freely available, which includes 29 selected articles with commentary from the editors-in-chief.
  5. Many reports leading up to COP21 are freely available and licensed with a Creative Commons license, which retains usual copyright and attribution but allows for distribution and reuse.  The “Paris Agreement” , the shorthand name for the United Nations Framework Convention on Climate Change, Paris 2015,  itself is freely available.  Other related reports include those from the UNFCC Ad Hoc Working Group on the Durban Platform for Enhanced Action (ADP) and from other organizations such as the Green Alliance’s Paris 2015: Getting a Global Agreement on Climate Change.
  6. Groups like the Union of Concerned Scientists gathered experts together to weigh in on the issues in light of the U.S. presidential campaign underway, and sent a letter to the candidates urging consideration of the science.

These are just a sampling of the current materials freely available relating to this historic Climate Change Summit.

For more information about open access to texts of all kinds, contact Dartmouth’s Scholarly Communication Program librarians, Barbara DeFelice and Jen Green.