Please join us for: Territory (Territorio) an exhibition by Ragko (Julio Muñoz) in Berry 183
Tues 5/22: 2-6pm Baker Main Hall
Gallery Talk + Reception
Fri 5/25: 6-8pm Berry 183
For Ragko, the language of art expresses the most profound connections of being in a territory. He creates new visual expressions to evoke historical memory and project emergent identity formation, with the ultimate goal of contributing to the recuperation of the Mapuche Pueblo. “Territory” explores these new identity formations within rapidly shifting climates. His exhibition at Dartmouth projects landscapes from perspectives of tangible spaces – like flora and fauna endemic to Mapuche-Williche territory – towards the intangible, with a cultural presence beyond the recognizable.
Ragko (Julio Muñoz) holds degrees in Architecture from the Pontificia Universidad Católica in Santiago, and in Fine Arts from the Universidad de Chile. Ragko has practiced visual arts through a variety of expressions: drawing, wood sculpting, metallurgy, oil painting, graphic design, and video and photography. Parallel to his artistic work, he works professionally in both industrial and graphic design. He teaches art to children and youth in communities that are socioculturally marginalized in Chilean society to help shape their artistic expression. He assumes the conditional identity that influences all his art, namely his belonging, since childhood, to the alto txen txen, a site of cultural signification for Mapuche-Williche people in the sector of Rawe, Osorno. His cosmovision manifests from this belonging – this being – rooted in the physical and temporal dimensions, as well as the traditions and dreamscapes of this territory.
The name Ragko derives from the mixture of water and clay. Rawe, the place where he was born and lives, roughly translates to the place of clay.
Ragko articulates his work in collections. This form produces expressive, methodological, and aesthetic possibilities linked to the life processes and ancestral identity of being Mapuche-Williche. This ‘doing-with’ corresponds with the rhythms of life itself and finds expression within the visual display of his work as a collection. His work navigates diverse conceptual and physical territories, and resides in harbors that connect to other places of internal or external importance, old or new. Within this residence, his art consolidates the definitive patterns.
This visit is sponsored by the Leslie Center for the Humanities, Native American Studies, Latin American, Latino, & Caribbean Studies, Dept. of Studio Art, Dept. of Geography, and classroom visits made possible by the Rockefeller Center Classroom.
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Playing with FIRE: Librarian Integration in Graduate Medical Education at Dartmouth-Hitchcock Medical Center
As part of the Formal Instruction in Resident Education (FIRE) rotation in the Internal Medicine Residency curriculum at DHMC, each second year resident is required to observe clinical rounds with a librarian and gather clinical questions for those patients’ care. After rounds, the librarian works with the resident to refine the clinical questions using the evidence-based medicine procedures of creating a well-built clinical question, searching for the best evidence, and choosing an article to present. Ashley reviews critical appraisal points and tools with the resident, and goes over the process of presenting an article in journal club. She participates in the journal club the following week, prepared with learning points related to critical appraisal that reinforce the evidence-informed-medicine process. Working with a librarian during this rotation reinforces the importance and process of evidence-based practice; how to form, search, and answer clinical questions is vital to patient care the resident provides.
Programming N’ Pizza
Students, staff, and faculty have been gathering to talk about programming while enjoying a few slices of pizza at Programming N’ Pizza. Programming N’ Pizza (or “PNP”) is a monthly event organized jointly by the Library and Research Computing to help anyone in the Dartmouth community to share, teach, and learn programming skills and meet others with programming interests. Christian Darabos (Research Computing, ITC), one of the organizers, says, “To me, the most exciting aspect about PNP is the “crowd-learning” element there is to it. I love that most people who want to learn or have questions and those who have knowledge to share are one and the same. It really creates a positive dynamic where all participants are peers, and everyone can grow in a relaxed atmosphere.”
Dartmouth librarians have been widely sharing their knowledge of and commitment to active learning. This past fall, a group of Maine librarians and archivists gathered at Bates College to participate in Dartmouth's Active Learning Institute (LALI) focused on Archives and Special Collections. Led by three Dartmouth facilitators, Peter Carini and Laura Barrett from the Library and Cindy Tobery from DCAL, participants explored evidence-based principles and practices that maximize student learning. One of the Maine attendees described the experience as, "Exhausting, inspiring, and thought provoking!"
Last month, Jay Satterfield and Morgan Swan traveled to the Newberry Library in Chicago to inspire Newberry staff to incorporate active learning strategies in their instruction. In his talk "Learning by Doing," Jay described his own evolution as an instructor and shared anecdotes that exemplify the values of active learning pedagogies. Jay and Morgan then ran class sessions, with Newberry staff in the role of students, so the participants could experience first-hand the effectiveness of student-centered instruction with primary sources.
Contributors: Ashley Duguay (Playing with FIRE), Katie Harding (Programming N' Pizza), Laura Barrett (Active Learning) Editors: Pamela Bagley and Laura Barrett
Haitian Graffiti Artist Jerry Rosembert Moïse will give a live demonstration of his work Friday January 12 from 10 am to 3pm in the Main Hall of the Baker Library (Refreshments will be served from 1-3pm)
Jerry Rosembert Moïse is Haiti’s most prominent graffiti artist. His murals color Haiti’s urban landscape with images of everyday people grappling with the harsh realities of life in the impoverished country. But if his subject matter is misery, his subjects are not miserable. He showcases urban Haitians combating and cunningly navigating the most difficult challenges—disaster, insecurity, illiteracy, aid dependency, corruption, poverty—with courage, poise, and humor. At the same time his murals critique Haitian society, they also valorize the Haitian spirit, featuring strong, smart, and witty characters that invoke viewers’ sympathies and respect simultaneously. Situated at the intersection of Haitian traditions of popular art, Caribbean models of humor and caricature, and graffiti practices common in the urban African diaspora, Jerry’s murals present a new movement of public art as a form of social critique in Haiti.
Jerry Rosembert Moïse's visit and painting demonstration are sponsored by Dartmouth's Department of Anthropology.
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.
by Elli Goudzwaard, Learning Initiatives Program Manager
Spirituality, business, fiction, opinion, world politics, art, comedy, science…whatever your interest, it seems, there is a Dartmouth student-led publication for you. This great variety, and the students behind it, were on hand in Baker Main Hall [January 11] at the Student Publishing Fair, an event hosted by the Dartmouth College Library.
The publishing fair is one of several components of the Library’s experiential learning project, "Preparing students to be arbiters of new scholarship: Editing, reviewing, and publishing in the 21st century,” which received support through DCAL’s Experiential Learning Grant. The project is coordinated by Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing and Laura Barrett, Director of Education & Outreach in the Dartmouth Library.
A new exhibit in the Baker-Berry Library at Dartmouth, Tibetan and Himalayan Lifeworlds, provides a window onto the unique culture and environment of the ‘Roof of the World.’ This exhibit explores the social and religious practices that shape life in Asia’s high mountain environments, explores the political history of the region, and describes some of the encounters between foreigners and Himalayan and Tibetan people over time. The exhibit has been curated by Senior Lecturer Kenneth Bauer and Associate Professor Sienna Craig, who have lived and worked in the region for decades.
Tibetan and Himalayan Lifeworlds is enriched by the presence on campus of artist Tenzin Norbu. Born in 1970 in the Himalayan region of Dolpo, Nepal, Norbu studied traditional thangka painting as well as Buddhism from his father, following a lineage of painters that dates back more than 400 years. He is now one of the leading figures in contemporary Tibetan art. In addition to being a painter and lama (religious and community leader), Norbu is a social entrepreneur, encouraging education and sustainable development in one of Nepal’s most remote districts.
Norbu’s repertoire ranges from traditional imagery to unique depictions of daily life, religious practice, and landscape. His work was highlighted in the 1998 film Himalaya (Caravan), the only Nepali film to have been nominated for an Academy Award. Over the past fifteen years, Norbu’s work has been featured in exhibitions in global cities, from Kathmandu and New York City, to Aarhus, Monaco, Lucerne, Paris, Osaka, Tokyo, and Thimphu, Bhutan.
Norbu was one of the artists in Tradition Transformed: Tibetan Artists Respond, an exhibit which originated at the Rubin Museum of Art in New York City, and traveled to the HOOD Museum in 2010. Norbu is the illustrator of five children’s books, including Clear Sky, Red Earth: A Himalayan Story, a project on which he collaborated with Professor Sienna Craig (Anthropology) and which has been published in both English and Tibetan.
On January 19 and 25, 2017, Norbu will spend time (9:30am – 2:30pm) painting in the Baker-Berry corridor. A reception for the artist and to celebrate the exhibit will take place on January 25, from 3-4:30pm. Norbu will also be visiting classes and staging a popup exhibit of some of his recent work at the Black Family Arts Center, beginning January 17.
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House Librarians by Laura Barrett, Director of Education & Outreach
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.
Biomedical Writer's Retreat by Heather Johnson, Research and Education Librarian
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 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.
DartmouthX: Creation by Memory Apata, Music Library Specialist
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.
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:
"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.
Keeping you up to date with Library teaching and outreach activities.
DartmouthX: Collaboration 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
HeatherJohnson, 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.