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

Open Access Week 2014

Learn about new tools and opportunities during Open Access Week with information tables and workshops around campus all week long!

Info Tables Open Source
Thayer MacLean Atrium
Open Arts
Baker Library Main Hall
Open Data
Fairchild Tower Pendulum
Open Science
LSC Gallery
Open Education
Novack Café
Events Know Your Copyrights
Pathways to Open Research

Stop by the information tables to learn about open access, publishing, copyright, author rights, open education and more; pick up materials; and make something Open! We will be talking about support for open access journal publishing fees (which is provided by the Compact on Open Access Publishing Equity fund), the Dartmouth Author’s Amendment, the Faculty Open Access Policy Resolution, and current trends in publishing and scholarly communication.

In addition, the Know Your Copyrights workshop will help you answer the question: “Can I post my publications in full text on….my web site, my departmental website, the institutional web site, my course site, sharing sites such as Mendeley,, ResearchGate or.. ?Please sign up here as lunch is provided.

In Pathways to Open Research, Dr. Kes Schroer will wrap up Open Access Week events by sharing her experiences at the “Open Science for Synthesis” program and offer insights on the power of open access, open data and open source for rapid, reproducible scholarship. Following Dr. Schroer’s remarks, we will have a roundtable discussion about all things open, including music, art, literature, education, and more. Please sign-up as lunch is provided.

More details:

Download the flyer here.

Get Started with LaTeX

latex_handoutBy now, you’re convinced that writing your documents using LaTeX is the way to go. Your papers, presentations, and even homework assignments will look publication-ready with its fancy headers, section numbering, and beautifully typeset mathematical equations. You’re ready to make the leap from MS Word, but how do you begin?

First, you have to decide between online versus offline use. There are pros and cons to each, but the major difference is if you plan to have internet access while you’re working on your documents.

Certainly if you don’t want the hassle of downloading the software and choosing an editor, go with one of the web options (all of these allow for collaborative writing as well):

  • writeLaTeX — instant updating of your new content or edits
  • ShareLaTeX — watch your collaborators type (like google docs)
  • Authorea — version control through git

But if you do want your own installation, start with downloading the right software distribution for your operating system here and follow the instructions to install. You should allow for at least 30 minutes for the whole process. Factors to consider: internet speed, size of the software (varies), speed of your computer, etc.

You may notice that your distribution may or may not come with a starter editor, which is your interface to writing. For example, MacTeX comes with TeXShop. You’re not obligated to use it and you are free to choose whatever editor you want. You may already be using an editor to code in other languages; e.g. Vim or Emacs. Check out this table for comparison.

Now you’re ready to make your first document! If you’d like a suggestion, try writing your CV/resume. I will be holding a workshop on formatting tips for your CV/resume in LaTeX on Thursday, October 30 at noon in Kresge Library. Save the date and bring your document!

Workshop: Your Rights To Your Published Work

publishing-researchWhen:  Wednesday, July 23, Noon-1:30PM
Rockefeller Center, Class of 1930 Conference Room
Lunch Provided – Please Register:

A Workshop Addressing the Question:
Can I post my publications in full text on… my web site, my departmental website, the institutional web site, my course site, sharing sites such as Mendeley and, etc.? ”

Ever wondered if you have the rights to post your own published work on a web site, share it with others or use it in your course?   Learn about tools and best practices that help you in working with publishers.  We’ll look at typical publishing contracts, discuss the points to look for in these contracts if you want to retain rights to your work, and consider the ways open and public access policies give you options to reuse your own work. Bring your examples and questions to this workshop, and find the answers!

Led by Ellen Finnie Duranceau of MIT’s Office of Scholarly Publishing, Copyright & Licensing, and Barbara DeFelice, Dartmouth College Library’s Director of Scholarly Communication and Digital Resources Programs.

Register here:

Dartmouth Summer Programs in the Library

Although it may seem a little quieter than usual in the library these days, things have really not slowed down much since the end of spring term. There may be fewer Dartmouth students on campus, but there are plenty of guests, students, and scholars from all over the world using the Library’s resources and participating in one of the several summer programs hosted at Dartmouth.

Whether they are doing in-depth research or checking out movies from Jones to watch on rainy afternoons, the library is happy to share our facilities and resources with our summer visitors. Interested in what our visitors are doing here all summer? Five of the summer programs are featured below:


ASURE stands for Academic Summer Undergraduate Research Experience. This program hosts seven non-Dartmouth undergraduate students from all over the country and provides them with valuable experience in conducting academic research, networking opportunities, and mentoring. ASURE is meant to prepare these students for a future in graduate research. The program will be hosted by Dartmouth Graduate Studies in collaboration with relevant departments around the campus, including Arts & Sciences, Thayer School of Engineering and the Geisel School of Medicine. Information provided by Brittany Jones and the website below.

For more information, visit the ASURE website.

Summer Seminar for Composition Research
This year’s program is titled “Data-Driven Inquiry: Process, Methods, Results.” This seminar is designed for professionals in the writing, rhetoric, and/or composition field “to develop their expertise in understanding, choosing, and using particular research methods, effecting quantitative and qualitative analysis, carrying out critical analysis with (and of) statistics and statistical software, and preparing for publication of research.” Guided interaction about participants’ projects is offered in the months leading up to the Seminar. The Seminar itself offers coursework, small-group discussion and exchange, individual consultation with Seminar leaders, time to work alone or in groups on research projects, and a concluding presentation to the group with feedback from team leaders. Information provided by Christiane Donahue and the website below.

For more information, visit the Summer Seminar for Composition Research website.

Leslie Humanities Center Summer Institute
Led by Dartmouth professors Douglas Haynes and Veronika Fuechtner, this program hosts scholars from the U.S. and abroad and will focus on “the transnational history of sexological ideas and practices as they circulated between Europe/North America and Asia, Africa and Latin America.” The fellows will participate in seminars and other campus events and some will present their papers and research. The goal of the Institute will be to promote exchanges between scholars working on different regions of the world and in different disciplines as well as to produce an edited volume. Check the website below for details on public talks and events and information on each of the fellows. Information provided by the website below.

For more information, visit the Leslie Center website.

Tuck Executive Program
TEP, Tuck’s premier leadership program, immerses senior executives in a broad, strategic general management experience with an unparalleled emphasis on personal leadership transformation. TEP provides participants an opportunity to learn with a select group of peers who come from a broad range of functional backgrounds and represent a richly diverse mix of top global organizations, industries, and countries. Fifty-five percent of this year’s participants are international, representing countries such as Germany, India, Indonesia, Japan, New Zealand, Russia, Saudi Arabia, Spain and Sri Lanka. Participants leave Tuck equipped to confidently drive growth, innovation, and change for their organization and armed with a plan to hone leadership skills. Information provided by Laura Kash and the website below.

For more information, visit the Tuck Executive Program website.

Summer Institute of French Cultural Studies
The official summary for this program states that “this institute will examine the disciplinary boundaries and pedagogical practices in the teaching of French and Francophone culture in the foreign language classroom by pairing prominent scholars from a variety of fields and different institutions of higher learning from both sides of the Atlantic.” This program hosts 20 participants who interact with and learn from distinguished scholars in all fields of French Studies, including literature, history and society, ethnography, visual arts, philosophy, psychoanalysis, and mathematics. The faculty for this program includes a wide range of scholars from the U.S. and France and guest lecturers including staff from The New Yorker and even the White House Executive Pastry Chef. Information provided by Associate Director Brian J. Reilly.

On Writing an Abstract

So you’re finally done writing that paper that took months of research and now the last thing you have to do is to write that abstract. You’re scratching your head thinking, “how can I possibly summarize all my research in 100 words?!

How’s this for an inspiring example?

abstractThanks to Joe Kraus at the University of Denver for sharing!

But if you need a little help writing your abstract, check out the following resources:

  • Swales, J. M., & Feak, C. B. (2009). Abstracts and the writing of abstracts. Ann Arbor: University of Michigan Press. [catalog record]
  • Suggested books under “Writing Manuals & Style Guides” in our Great Books for Scientists guide [link]
  • The UW-Madison Writing Center Writer’s Handbook on writing abstracts [link]
  • The Writing Center of University of North Carolina at Chapel Hill handout on abstracts [link]

Know of another resource? Share it with us!

Filed under: Publishing, Research, Science

Milk Money

Milk Money coverMilk Money was actually born at Dartmouth. I first uttered the idea for a book on the dairy industry to my friend Tom Zoellner, while we were sitting on a bench on the Dartmouth green. Zoellner, an author of numerous books including Uranium: War, Energy and the Rock that Shaped the World, was working on his MALS degree at Dartmouth and also teaching a class on creative nonfiction in White River Junction, of which I was a student.

The year was 2009 and the dairy industry was experiencing some of the lowest milk prices in history. It was a full blown “dairy crisis,” and farmers were going bankrupt at a shocking rate. The whole thing wouldn’t have meant much to me, except that my daughter went to daycare on a family dairy farm in Barnard. They were my connection to the dairy industry, and I was never able to hear bad news about milk prices in the same way again. I saw how hard that family worked, and that they made a high quality product consumers valued. Yet they were losing money, and it seemed unfair and un-American. A freelance journalist at the time, I thought it would be an interesting and worthy topic to investigate.

The first step in writing a nonfiction book (at least for a no-name like me) is to create a book proposal and a sample chapter; something to sell to a publishing house. Think of it like a business plan for a start-up hoping to win seed funding. It takes a lot of work researching, interviewing, organizing information, and then writing. I did the bulk of the quiet toiling in the clerestory carrels in Baker Library. Ever since my days at Vermont Law School, Baker has been the place I go when I really want to get something done. The placid atmosphere among the stacks, or at the tables on the third and fourth floors, makes me want to turn off the email and concentrate. I can work in other places, but Baker is the redoubt I have held as a solemn space for honest effort.

Kirk KardashianAbout a year after I finished the book proposal I was lucky enough to land a book contract with the University Press of New England. By that time, I was working as a writer at Dartmouth and had built a “tiny house” in my backyard as a writing studio. But I still returned to Baker to take out books and to use the amazing interlibrary loan programs, and as a staff member I didn’t have to pay for the privilege. I work at Tuck now, and while there are plenty of quiet places here to work, I still take shelter in Baker when I have to be most productive. I look forward to continuing the habit with my next book, whatever it may be.

-Kirk Kardashian, Tuck School of Business

Kirk Kardashian is Senior Writer in the Office of Communications at the Tuck School of Business. His book Milk Money: Cash, Cows, and the Death of the American Dairy Farm is included in the current Dartmouth Authors book display in the King Arthur Flour café in Baker-Berry Library.

Research Can Be Essential

The Living Moment coverMy recent book, The Living Moment: Modernism in a Broken World, was published by the Northwestern University Press and was my tenth book. In 2001 the Yale University Press published my Smiling Through the Cultural Catastrophe: Toward the Renewal of Higher Education. Neither of these books could have been written without the research capabilities of the Baker-Berry Library.

Smiling Through the Cultural Catastrophe reflected my experience in teaching Humanities 1-2 at Columbia University. The “catastrophe” was the fact that the founding works of Western civilization are not widely taught in our colleges. My book was based on the paradigm of Western civilization established by Leo Strauss and others: Athens and Jerusalem. The founding epic of Athens was the Iliad; the founding epic of Jerusalem was Exodus. Over the centuries we derived science and philosophy from Athens and religion from Jerusalem. Socrates emerged as the hero of philosophy, Jesus of religion. Neither wrote a word, but what they said has lived; and both were condemned to death.

Ensign Jeffrey Hart, 1953

Ensign Jeffrey Hart upon graduation from Officer Candidate School in 1953, Newport, RI

But without the research capabilities of Baker-Berry I would not have encountered a momentous debate within the Church. In about the year 300 an argument erupted: Clement of Alexandria and Origen maintained that the philosophy of Athens could be useful to the Church, but Tertullian replied that scripture was enough. That Clement and Origen eventually prevailed had profound results over the following centuries. Science could be taught, and scientists could work as teams within Western universities.


Osama bin Laden was an effective but unaware promoter for my book, which appeared in 2001, soon after 9/11. The war of al Qaeda was a jihad against Western culture as it affected Middle Eastern Islam. I was invited to appear on the television program “Booknotes” to discuss my book and broadcast from its studio in Washington, D.C. As we talked on the air I could see the dome of the Capitol through a picture window.

At about that time, did al Qaeda strike in Washington, D.C.? Anthrax was found in a letter to Sen. Tom Daschle’s office. The result was that mail delivery in D.C. ceased for several days, resulting in chaos.

Smiling Through the Cultural Catastrophe sold more copies as a result of “Booknotes” than the Yale University Press had anticipated.


My recent book, The Living Moment: Modernism in a Broken World, also benefited from the research facilities of Baker-Berry. Here I was not writing about the ancient world but about authors I knew well and who are familiar to educated people, beginning with the chapter “Frost and Eliot: Modernisms.” Here I had to retrieve articles I had read by various critics — and a few I had written — and might not have been able to find some of them in periodicals I once had read.

No problem!

The Baker-Berry reference staff not only located them but printed them out as I stood there and marveled.

-Jeffrey Hart, Dept. of English (Emeritus)

Prof. Hart’s latest book, The Living Moment: Modernism in a Broken World, is included in the current Dartmouth Authors book display in the King Arthur Flour café in Baker-Berry Library.

Books Are Made Through Conversations

Writing a book can often feel like an isolating endeavor. It requires finding a wellspring of concentration, focus, and inspiration in the midst of a busy life. It is a process that involves quieting the mind as much as it demands finding and sustaining an intellectual spark – something that will carry you through long hours in front of the computer as you grapple with voice, character, or data as well as the slog of peer review-generated revisions or picking one’s way through an index. In this sense, books are very unglamorous things. They are at once beautiful and fragile, for all the ways they seem to be paragons of permanence, even in virtual form. Books are made through conversations – with oneself, with others, with ideas.

Sienna Craig working with two Tibetan medical doctors/colleagues in Mustang, Nepal

My latest book, Healing Elements: Efficacy and the Social Ecologies of Tibetan Medicine (University of California Press, 2012), involved more than a decade of research and many conversations with interlocutors in Nepal and Tibetan areas of China. This ethnography is about the defense and transformation of traditional medicine in the 21st century and about what it means to say that a medicine “works.” It is about what Tibetans call their “science of healing” and about how and why we humans suffer and fall ill. At its heart, though, the book renders a set of relationships with people who have shaped me – as a scholar and as a person. In this sense, the book belongs as much to me as it does to my dear friend Gyatso, a fourth generation healer from the Himalayan region of Mustang, Nepal, or to Mingkyi, a vivacious Tibetan medicine practitioner and anthropologist who lives between Lhasa and Oxford, not quite an insider in either world but somehow, remarkably, at home in both.

Prof. Craig and her research assistant in Xining, Qinghai Province, China in front of the Tibetan Medical Hospital where she did research

Pieces of this book predate my arrival at Dartmouth in Fall 2006 and include fragments of my PhD dissertation. Other passages were first shaped for academic articles and then had to find their way, skillfully, into the book’s narrative in new ways. I wrote a great deal of the text by engaging in another sort of conversation with my field notes: writing my way through these rough and ready versions of ethnographic reality, polishing them, lending them a sense of structure and coherence. That is to say the process of writing one’s way from notes to finished text transforms the dynamic reality of fieldwork into something more fixed, if no less real. Experiences like butterfly wings pinned up against a spot in time, affixed to argument. Sometimes I find this process deeply creative – liberating, even. Other times I find it profoundly constraining. In both moments, though, writing remains joyful. It is a gift and a luxury as much as it remains a necessity, the currency with which I am valued and earn my keep as an academic.

The Dartmouth Library and its people helped to shape this book in many ways; I will end by mentioning one. I wrote much of this book and revised the text in its entirety on the second floor of Rauner Library. I found necessary solitude and solace in the calm of the room: empty first thing in the morning, filled with undergraduates dozing beneath chemistry textbooks or Russian novels by afternoon. Sometimes from this perch I felt like a bird nesting in one of the trees on the College Green. The building sheltered me, allowed me space to breathe, while its grand windows provided a certain glimpse onto lived reality – life beyond the book, outside of the text, in the world.

-Sienna Craig, Dept. of Anthropology

Prof. Craig’s latest book, Healing Elements: Efficacy and the Social Ecologies of Tibetan Medicine, is included in the current Dartmouth Authors book display in the King Arthur Flour café in Baker-Berry Library.