As part of its “Scripts” issue of the Mirror supplement, The Dartmouth recently published an article on Rauner Special Collections Library. The reporter interviewed Special Collections Librarian Jay Satterfield, and two faculty members who regularly use Special Collections for their teaching. What the reporter found surprised and awed him. Read the full article, “Down the Rabbit Hole: A Look Inside Special Collections.”
Dartmouth’s Librarians Active Learning Institute (LALI) gives librarians time to focus on an increasingly central part of their work – their teaching.
Initially designed for Dartmouth librarians, the institute has expanded in recent years to include more than 20 participants from other institutions each year, as well as a track for special collections librarians and archivists, and a road show that will bring LALI off campus to other universities for the first time this fall. With more than 70 applicants for 23 spots this year, the institute has grown steadily since its inception. Participants now come from all corners of the United States, represent a wide range of academic institutions, and are at a variety of stages in their careers. . . Read more in Elli Goudzwaard’s article, “Time for Teaching: Active Learning and the Modern Librarian.”
Elli is Dartmouth’s Learning Initiatives Program Manager.
Keeping you up to date with Library teaching and outreach activities.
by Pat Fisken, Head of Paddock Music Library, and Memory Apata, Music Library Specialist
Dartmouth has just completed the third of four edX courses this year, continuing to model a team approach to course design in the MOOC (massive open online course) format. Professor of Music Steve Swayne’s course in Italian Opera has been a collaborative project in the best sense, as all team members not only offer their special skills but also support the work of one another through regular team consultation and stepping in when assistance is needed.
Three library staff members contributed significantly to the OperaX MOOC endeavor. Pat Fisken (Head of Paddock Music Library) was involved in the initial and ongoing learning objectives and design process, selected and purchased media content, researched and searched for online open source content (images and text), crafted citations, and helped with publicity for the course. Memory Apata (Music Library Specialist) was hired as the Lead TA for the course and, in addition to being actively engaged with OperaX students through the discussion boards, she was involved in the continuing design process of the course, initiated publicity, and developed and managed social media. David Bowden (Music Library Specialist) assisted with the digitizing and excerpting of media content to be used within the lecture videos created for the course.The course design process, including contributions from faculty, instructional designers, media specialists, librarians, and students, is summarized in this diagram. Read more about the Library and the opera MOOC here: http://bit.ly/1SLVmiv
Active Learning Assessment
by Heather Johnson, Research and Education Librarian
Heather Johnson, Research and Education Librarian at the Biomedical Libraries, recently ran a case study to compare the effectiveness of active learning via a jigsaw activity versus passive instruction via a traditional lecture. To assess memory retention and application, she employed two assessment methods: A Jeopardy activity for memory retention, and a bibliographic analysis for application. She found the results interesting, and she deduced that passive instruction was more effective in terms of activating students’ short-term memory, and that active learning resulted in students being able to produce higher quality bibliographies when scored against a rubric evaluating for the authority of sources. Heather presented the results of the case study at the North Atlantic Health Sciences annual meeting; her poster can be found here: http://bit.ly/1NvbXI1
Surrealism and the Spanish Avant-Garde in the Dartmouth College Library
by Jill Baron, Librarian for Romance Languages and Latin American, Latino/a and Caribbean Studies
The Fall 2015 exhibit on Berry Main Street, “‘Prepare Your Skeleton for the Air’: Surrealism and the Spanish Avant-Garde in the Dartmouth College Library,” promoted two events at Dartmouth: the Department of Spanish & Portuguese conference “Dalí, Lorca & Buñuel in America” October 15-17, 2015, and the upper-level Spanish course “Dalí, Lorca, and Buñuel: The Secrets of Spanish Surrealism,” given by Professor José del Pino, who also organized the conference. Featuring materials from the Dartmouth Library’s collections, the exhibit shows the influence of surrealism on the work of Salvador Dalí (1904-1989), Federico García Lorca (1898-1936), and Luis Buñuel (1900-1983), and other materials related to three of Spain’s most important artistic figures of the 20th century. Preparations for the exhibit involved Jill Baron, Librarian for Romance Languages and Latin American, Latino/a and Caribbean Studies, Dennis Grady, Exhibits Designer, and Professor del Pino. Contributions were also made by students from the DALI Lab, principally Jake Gaba ‘17, who produced the exhibit’s video montage. Students of SPAN 40 visited the exhibit with Professor del Pino. Being able to see on display some of the books and visual material they were analyzing in depth in the classroom proved to be a remarkable experience in the establishment of productive linkage between the theoretical approach of the course with a selection of pertinent cultural products from which class discussion emanated. More information on the exhibit can be found on the Library’s website: http://bit.ly/1Hb0RXG
Carson 61: Active Learning Space Incubator
by Mike Goudzwaard, Instructional Designer
This past summer, Carson 61 was remodeled from a computer lab to Dartmouth’s newest active learning classroom. Starting this fall term, seven courses met in the Berry Innovator Classroom (Carson 61), using the moveable furniture, team video displays, and collaboration software to explore active learning in the redesigned classroom. The Berry Innovator Classroom is intended to be an “incubator” to try new learning activities, model different classroom design, and inform future classroom renovations at Dartmouth. The redesign of Carson 61 was a collaborative effort including Classroom Technologies, Educational Technologies, DCAL, and the Library.
The most recent “For Your Enrichment” column in Reference & User Services Quarterly (RUSQ 55:1, Fall 2015) features a piece by our colleagues Laura Barrett, Ridie Ghezzi, and Jay Satterfield.
In “For Your Enrichment: Jay Gatsby Goes to College” Laura, Ridie, and Jay describe Dartmouth’s First Year Student Enrichment Program (FYSEP) and the Library’s role in the 8 day pre-orientation for the participating first generation college students.
ABSTRACT: Jay Gatsby, the main character in F. Scott Fitzgerald’s 1925 novel The Great Gatsby, is a self-made man. He entered St. Olaf College in Minnesota but then dropped out during his first term because of the humiliating circumstances of his poverty. Gatsby’s flight from college contrasts with the Ivy League education of Fitzgerald’s narrator, Nick Carraway, the Yale graduate better equipped to navigate East Egg’s social world. Gatsby’s experience is still relevant today: while the transition to higher education is often difficult for young people, it is especially so for first-generation students. Many students can call on the experiences of family members to help them acclimate to the college environment, but first-generation students lack a road map for academic success and social comfort in what can feel like an alien world. These students often face even greater hurdles at highly selective institutions such as Dartmouth College, where expectations for academic achievement are high and the social climate is often unfamiliar.
Read the full article here.
FYSEP in 2015:
- 14% of Dartmouth’s incoming Class of 2019 are first generation college students.
- Over 50 of those students participated in FYSEP this fall.
The library session was closely aligned with a class taught by Reena Goldthree, Assistant Professor of African and African American Studies. The course on modern Caribbean history focused on the U.S. occupation of Haiti (1915-34). The students’ assignment asked them to explore the long history of U.S. expansionism in Latin America and the Caribbean. Each student was expected to take this broad topic and identify their own more specific topic to research and write about. Laura, Ridie, and Jay along with Andi Bartelstein, Amy Witzel, Sarah Scully, Jill Baron, and Morgan Swan worked with the students to brainstorm topics they might pursue for their papers and then discussed research strategies with the students to identify both primary and secondary information resources.
- A few of the items that students used during the session in Rauner include:
o Geography: Bry, Theodor de. Collectio navigationum in Indiam occidentalem. 1611.
o Pirates: Exquemelin, Alexander Olivier. Bucaniers of America. London: Printed for William Cooke, 1685-1685.
o Haitian Revolution: Edwards, Bryan. An historical survey of the island of Saint Domingo, together with an account of the Maroon negroes in the island of Jamaica; and a history of the war in the West Indies, in 1793 and 1794; by Bryan Edwards, esq. Also, a tour through the several islands of Barbadoes, St. Vincent, Antigua, Tobago, and Grenada, in the years 1791 and 1792. By Sir William Young, bart. Illustrated with copper plates. 1801.
Several parts of the Library were ‘shadowed’ last Thursday by some engaged, lively 8th grade students as part of the Upper Valley Business & Education Partnership (UVBEP)’s Job Shadow Day outreach effort, coordinated on campus by the Office of Human Resources. Rauner Special Collections Library, Kresge Physical Sciences Library, and the Library’s Acquisitions Department put together two programs and hosted five students altogether.
Students visiting Rauner Library toured the stacks, where they met Rudolph the Red-Nosed Reindeer and handled first editions of Dr. Seuss’s children’s books. They also learned how materials come into the library and are prepared for research use, and then participated in several classroom exercises using primary sources from the archives, rare book collections, and manuscript holdings.
Other students started the morning at Kresge Physical Sciences Library, where they researched the Library’s holdings for books related to Earth Day, ordered a book or two for the Library and used Kresge’s circulation system to check books out to create an Earth Day exhibit. They then headed over to Acquisitions, where they processed the online book orders they’d placed in Kresge; unpacked a box of newly arrived books, checking them against the invoice for accuracy; and entered a book in the Library’s acquisitions module. Students also toured the Cataloging & Metadata and Preservation Departments, learning about the ‘behind-the-scenes’ work needed before a book arrives at the Library’s New Books display. A visit to the Evans Map Room rounded out the morning.
Thanks for visiting us, JSD students! We had a great time with you and you all did a great job mirroring some of our work in the Dartmouth Library. See you next year!
Last week, I presented a poster at the annual Special Libraries Association conference. The theme of the conference was Beyond Borders so the poster was titled “Beyond Information Literacy: Supporting Science & Scholarly Communications.” Click here to get the PDF or email me if you’d like the source file (SVG).
Abstract: ACRL defines information literacy as the set of skills needed to find, retrieve, analyze, and use information . While librarians have embraced their roles as educators, many have not gone beyond teaching these skills in courses, workshops, and individual consultations. In the sciences especially, information is easily available through well established digital infrastructures (e.g. repositories) and new publishing models (e.g. open access). Because science students learn how to analyze and use that information through coursework and departmental advising, librarians must find other ways to support them. The librarians at Dartmouth College have begun focusing on helping students develop communication skills and greater awareness of how scientists disseminate their work. This poster will highlight some innovative ways to support scholarly communications and to teach science students how to effectively communicate the knowledge they have acquired. Areas of focus include organizing references, learning and using LaTeX, designing and presenting a research poster, crafting a science elevator pitch, exploring publishing options, and measuring the impact of different work.
 Information Literacy Competency Standards for Higher Education. Association of College & Research Libraries, 2000; http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf.
I analyzed the types of private consultations we received at Kresge and the types of outreach programs we hosted or participated in. The data shows that consultations about scientific communication have generally increased, both as a percentage of total consultations and in absolute number. An increased number of outreach programs in the previous semester appear to result in an increased number of consultations and interest in scholarly communication. In other words, there’s value in supporting science and scholarly communications and the library can and should support these needs.
There were a lot of follow-up questions and general interest in the LaTeX-related programs. I had presented specifically on teaching and supporting LaTeX at the Mathematics Roundtable session the day before. People seemed excited to try supporting it at their own institutions.
For further thoughts, read my other blog entry and come by Kresge to see the poster!
On April 1st, Rauner Library participated in Job Shadow Day, an Upper Valley tradition since 1999. Every year, the Upper Valley Business and Education Partnership coordinates visits from eleven local middle schools to over a hundred employers in the area. This year, Rauner was fortunate enough to host six 8th-grade students from Lebanon Middle School, Thetford Academy, Rivendell Academy, and the Indian River School.
During the course of their visit, the students were given a tour of the library by Eric Esau, Administrative & Reference Specialist, and learned about the college archives, our many miles of manuscript collections, and the thousands of rare books that comprise Rauner’s holdings. Peter Carini, College Archivist, and his student worker, Haley Shaw ’15, led the students in a hands-on exploration and interpretation of records related to a notable Dartmouth alum (Stubby Pearson ’42). The students were asked to tell the story of his life based upon the various documents that they examined.
Ilana Grallert, Processing Specialist, invited the students to examine her work area, where she was in the midst of reprocessing the Sinclair Weeks papers. She explained how a collection is processed, what a modern manuscript collection looks like, and the particular challenges of making order out of chaos. She then showed them the original manuscript of Rudolph the Red-Nosed Reindeer and some original drawings by Dr. Seuss.
Jay Satterfield, Special Collections Librarian, and Peter Nowell, Processing & Metadata Specialist, talked with the students about all the different sorts of rare books that make their way to Rauner, including a 1st edition of Jane Austen’s Pride and Prejudice and Salty, an artist’s book covered with salt crystals and bound with squid tentacles. They also showed the students three stunning medieval manuscripts and a series of interesting cataloging challenges from recent purchases.
As the students explored our collections, we were able to talk with them about Rauner’s commitment to classroom usage and accessibility. All of the students engaged intellectually with the materials, asked insightful questions, and (we believe) had a positive experience here at Rauner. As they were leaving, one of the students said, “I love this place!” We know how he feels.
Written by Morgan Swan, Special Collections Education & Outreach Librarian.
Keeping you up to date with Library teaching and outreach activities.
Technology Tools for Enhancing Student Learning
In March, E&O librarians presented a workshop for their colleagues entitled “Technology Tools for Enhancing Student Learning.” Attendees participated in teaching scenarios led by Tania Convertini, Language Program Director of the Department of French & Italian, and Jill Baron, Romance Languages Librarian, who demonstrated Linoit, a digital post-it application for online collaboration. Nikki Boots, Instructional Designer, had the group try out Lecture Tools, software designed to increase in-class participation and engagement. A handout with a number of additional tools that may be of interest to teaching librarians is available. These include Mural.ly, an online whiteboard for collaborating and visually organizing ideas; and Explain Everything, an interactive screen-casting tool for iPad that can easily incorporate many types of content from a wide variety of sources.
Dartmouth Presents at SXSWedu
In early March, Susan Simon from the Jones Media Center spoke on a panel discussion at the South by Southwest Educational (SXSWedu) conference, with former Dartmouth colleague Karen Gocsik and Harvard’s Director of Academic Technology, Katie Vale. They discussed their work with multimodal assignments, more specifically with assignments that ask students to create a visual argument, as a way to more successfully engage their students in the classroom. The discussion was primarily about how we, as educators, need to embrace alternate forms of scholarship (such as videos and other visual presentations) to better prepare our students to be good citizens and effective professionals. Students need to learn to “read” these kinds of texts and to produce them. By asking students to create original multimodal scholarship we can transform them from mere consumers into active creators. For more information and examples of student work, check out Media Projects at Dartmouth.
Exhibit and Conference on The Great War
For the Spring Term, the Baker Main Hall exhibit space presents “A Visible War,” a display on the Great War that emphasizes the various ways in which WWI and its context were interpreted and represented by both public institutions and private individuals. The exhibit was inspired by “Specters of the Great War,” a conference to be hosted by the French and Italian Department from May 15 through May 17. The six windows that comprise the exhibit are a testimony to the collaborative spirit of the Dartmouth community: at least a dozen participants, including members of the French and Italian, Art History, and History departments, as well librarians and staff from the Library and Hood Museum, worked together to create this multi-faceted perspective on the war.
Keeping you up to date with Library teaching and outreach activities.
Portuguese language film project supports teaching and research
Portuguese Language Films at Dartmouth (PLFD) is a new interactive discovery tool for the Dartmouth Library’s Portuguese-language film collection. Collaborating on the project are Rodolfo Franconi and Carlos Minchillo in Dartmouth’s Department of Spanish & Portuguese, Nikki Boots in Educational Technologies, and Jill Baron in Baker-Berry Research and Instruction Services.
With this tool, users may search, browse, leave comments, and locate films in the Library’s collections. Franconi and Minchillo both use the PLFD in language classes from Portuguese 1 to more advanced courses, as a means for both soliciting student feedback on assigned films, and as a tool for students to select films for their final projects. More than a discovery tool, the PLFD contributes to language learning and cultural immersion by facilitating users’ access to the Library’s unparalleled collection of Portuguese-language film.
Teaching Technique: Send-A-Problem
During the 2013 Winter Term, Morgan Swan implemented an active learning technique called “Send-A-Problem” that he had first encountered at the Librarians Active Learning Institute. “Send-A-Problem” begins by breaking a class into groups of 2-4 students. Each group is given a problem, tries to solve it, and then passes the problem and their solution to the next group. Without looking at the previous group’s solution, the next group works to solve the problem. After as many passes as seems useful, the groups analyze, evaluate, and report the best solution to the class. Morgan adapted the technique for an Animal Rights class taught by Catharine Randall that asked the students to generate compelling narratives about primary sources at Rauner Special Collections Library and then to vote for the best narrative.
Faculty create iBooks at Geisel School of Medicine