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

In this issue, we bring you four articles from across the Dartmouth libraries. First, learn about the Software Carpentry workshops and how students are creating usable software. Next, staff from paddock Music Library bring us a snapshot of the "Sing-In" events. Then, learn more about the "On Solid Ground" exhibit. Finally, a sneak peek into our new blog series, "Talk with a TA."

Software Carpentry @ Dartmouth By Lora Leligdon and James Adams

Data-driven research has become ubiquitous across most disciplines, and researchers spend more and more time building and using software.  However, little formal training has been provided to researchers on the fundamental skills needed to produce reliable and reproducible computationally intensive scholarship.  To bridge this gap, the Library and ITC partnered with New England Software Carpentry Library Consortium (NESCLiC) to bring Software Carpentry (SWC) workshops to Dartmouth.

Software Carpentry workshops teach researchers the fundamental skills that will help them be more productive while producing more reproducible, higher quality work. During a two-day workshop, concentrating on either Python or R, students learn how to write software that is readable, reusable, and reliable, along with using the Unix shell to automate their tasks and Git to track and share code. The workshops are taught with openly available lessons and use evidence-based best teaching practices, including live coding, collaborative note taking, and immediate feedback. They are designed to serve as introductions to these tools and concepts, and are approachable for researchers with any level of experience. Feedback from students has highlighted the “hands-on, collaborative environment” as a major strength, and referred to Software Carpentry as “fun” and “confidence-building.”

To date, four SWC workshops have been held on campus, training over 150 researchers!  SWC events are open to all members of the Dartmouth community, and participants from all schools (A&S, Tuck, Thayer, TDI, and Geisel) across campus have attended. As workshop registrations fill quickly, three more workshops are planned for this year. Registration dates are announced in advance, so keep an eye on the Vox Daily for news about upcoming Software Carpentry workshops!

For more information, please email

"On Solid Ground": The First of Four By Jay Satterfield and Joshua Dacey

It is Monday morning at 9 o'clock in Baker Main hall. The line for KAF is long and you need something to get your mind off that Economics quiz this afternoon. Glancing around the sunlit mezzanine, the glare off of the glass of an exhibit case catches your eye. As the glare fades, the text becomes clear, "On Solid Ground." Upon further investigation (because the KAF line still hasn't moved!) you discover a six panel series detailing "how the physical, social and intellectual spaces that make up Dartmouth have been shaped over time." According to the exhibit's co-curator, Jay Satterfield, the inspiration for the exhibit is rooted in Dartmouth's 250th Anniversary celebrations. At this time of celebration and reflection, the curator's decided that "an exploration of the solid, yet shifting, landscape of the institution seemed like a good way to think about continuity and change." Indeed, a foundation of texts, images, and artifacts, allow visitors to stand  on equal footing with figures such as Eleazar Wheelock, Fred Harris, and John Kemeny. Even with a cursory glance, you find an intellectual and cultural common ground where a dialogue of how the campus has evolved unfolds.

How the historical expansion of Dartmouth's campus remains relevant to a modern audience might seem like a big question. Yet, within the exhibitions panels, the answer is found. That is the power of an exhibit. We absorb and interpret the content as individuals, making our own meaning of the stories and objects presented to us by the curators. Each visitor has the opportunity to find that one object or historical figure to connect with. For Jay Satterfield, two objects of note resonate deeply, "the Clifford Orr letter to his mother and the photograph of Gail Borden's dorm room in Mass Hall." Each of these artifacts provide an avenue by which to access the daily life of Dartmouth students in the early 20th Century.  The stark differences confronting visitors in the displays invite an introspective moment of reflection. Compare the lives of Dartmouth students past to your own. How have they changed in the one hundred years since Clifford wrote to his mother on a sunny September day in 1918? Now consider the campus. In 250 years, how has the campus changed? What outside forces have created these changes? Students, faculty, and staff have shaped the physical and culture environments of Dartmouth through their efforts to exclude, include, expand, and effect change. Therein lies the answer to the question of relevance and the curator's message:

"Schools like Dartmouth can seem so entrenched in tradition that it is hard to imagine shifting their culture. but institutions change, and the change can come from many different directions. We are empowered more than we know."

Jay Satterfield

"On Solid Ground" was curated by Jay Satterfield and Peter Carini.  Dennis Grady designed and installed the exhibition. "On Solid Ground" will be on display in Baker Main hall from January 2 until March 21, 2019.
For more information about the the library's 250th projects visit:
You can also view the digital exhibit here.


Find Your Voice at the "Sing-Ins" By Memory Apata

The Friday Night Sing-Ins in the Paddock Music Library are an opportunity for the Dartmouth community to collaborate with Upper Valley community members through music and discussion. The Sing-Ins, now in their third year, occur every Friday during the month of January. Attendees sing five to six songs whose themes center on the American civil rights movement and other social issues. Some favorite tunes of the group are “We Shall Overcome” and “This Little Light of Mine.”

The event is about an hour and a half long. Attendees are not expected to know the songs before they arrive, nor are they expected to have a high level of musical ability. The leaders of the event (usually the librarian and a group of student musicians) demonstrate a song, inviting the participants to join in after the first demonstration. If participants catch on to the tune quickly, musicality is explored by adding dynamic contrasts and harmony. Once most of the group has learned their parts, there is a pause for a discussion of the song’s historical context. Inevitably, this leads to dialogue on the relevant social issue’s depiction in the music. It isn’t uncommon for disagreements to arise, in which case the librarian steps in to guide the conversation in a productive way. It is not necessary for the group to reach a consensus, but it is necessary that varying perspectives are acknowledged, examined, and sometimes challenged. After five or ten minutes of discussion, we sing through the piece one last time, integrating the information learned during discussion into our final interpretation. The music is, in many ways, an excuse to facilitate community conversation.

Over the past three years, the event has grown from fewer than ten attendees per session to more than thirty attendees per session. Many singers attend more than one event each year and have expressed a desire for more frequent events of a similar quality. Most singers come for the music, but stay for the conversation. In the future, the library hopes to give more leadership to regular attendees, rather than coordinating the events entirely on our own.

For more information, please email


Teaser “Talk with a TA” By Yilin Huo and Joshua Dacey

Have you ever wondered what it is like to work in one of Dartmouth’s seven libraries? Surprisingly, some of the best sources to describe the experience are students. The library employs Teaching Assistants throughout the year, providing valuable work experience and a tidy paycheck to offset the cost of coffee trips to King Arthur Café. Over the next several months, we will interview our library Teaching Assistants in a new blog series entitled “Talk with a TA.” Our first interview was with Yilin Huo ’22. Here is a sample of the upcoming post:

“I was excited to share my experience with everyone in the class to encourage more responses and participation from all the students.”

Baker Tower
Contributors: Lora Leligdon and James Adams (Software Carpentry @ Dartmouth), Jay Satterfield and Joshua Dacey ("On Solid Ground": The First of Four), Memory Apata (Find Your Voice at the "Sing-Ins"),
Yilin Huo (Teaser “Talk with a TA”)
Editors: Joshua Dacey

Keeping you up to date with Library teaching and outreach.

Playing with FIRE: Librarian Integration in Graduate Medical Education at Dartmouth-Hitchcock Medical Center

Dartmouth Hitchcock Medical CenterAs 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.” 

The next Programming N’ Pizza event is scheduled for Thursday, February 22 from 6-8pm in the Frantz Classroom in Byrne Hall and is open to everyone. Email for more information.


On the Road with Active Learning

Students working with a librarian in an active learning session in Rauner Library.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

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

DEN Innovation Center
DEN Innovation Center at 4 Currier Place

Feldberg Librarians at DEN

Since the spring of 2016 Feldberg librarians Anne Esler, Karen Sluzenski, and Emily Boyd have been embedded with the Dartmouth Entrepreneurial Network (DEN). The DEN is a co-working space located at 4 Currier Place in Hanover and provides programming and resources for students with entrepreneurial pursuits.

Feldberg Librarians are available for consultations at DEN during “Research Office Hours” and have had many interesting interactions with students, faculty and other community members. Winners of the two-minute pitch competition "The Pitch" receive consultations with librarians in addition to cash prizes and consultations with entrepreneurs. Librarians provide instruction around library resources related to market research and analysis, patents, and more. DEN is a strong program that is continuing to evolve, and the Feldberg librarians have found meaningful ways to engage with their programming and participants. Interactions with Feldberg librarians and the resources available through the library can play a key role in helping students identify potential opportunities and work on their projects.

DCAL logoCourse Design Institute for New Faculty

Sixteen new faculty attended a DCAL-sponsored three-day institute on course design August 15-17. The institute was designed and facilitated by a team from DCAL, Instructional Design, and the Library.

The content was structured using the Understanding by Design (also known as backwards design) model with the theme of universal design woven throughout. There were hands on activities, group activities, lots of discussion, and time for participants to apply what they learned to designing their own course.

Research Data Workshops

The Library’s Research Data Management Interest Group recently completed its second data management workshop series for faculty, staff, and students across campus. Designed to provide support for data driven research on campus, the six-session series explored the research data management lifecycle and provided best practices and hands-on instruction on a variety of data topics and tools.

Data life cycle
The Library and Research Computing offered workshops exploring the different stages of the research data lifecycle.

The series included sessions on data management planning and the DMPTool, data management using Excel, data sharing and preservation, research data storage on campus and beyond, data tidying with OpenRefine and Tableau, and data visualization with R. A collaborative project between the Library and Research Computing, the workshops were led by James Adams (RIS), Pamela Bagley (Biomed), Christian Darabos (ITS), Don Fitzpatrick (Biomed), Katie Harding (Kresge), Lora Leligdon (Kresge), and Jenny Mullins (Preservation).

Offered in both winter and summer terms, the workshops were attended by over 100 participants and received excellent feedback.  Next winter, a revised series will be held at DHMC with special focus on RDM for biomedical and human subjects research.

Workshop materials and future offering can be found on the data management research guide. For more information, or to request a workshop, please contact

Baker Tower
Contributors: Emily Boyd (Feldberg Librarians at DEN), Pamela Bagley (Course Design Institute for New Faculty), and Lora Leligdon (Research Data Workshops).
Editor: Katie Harding

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Student-Led Publishing at Dartmouth

Students at the Library's Student Publishing Fair
Students at the Library's Student Publishing Fair

This winter and spring, Laura Barrett, Director of Education and Outreach, and Barbara DeFelice, Program Director, Scholarly Communication, Copyright, & Publishing, developed a series of innovative programs supporting student-led publishing at Dartmouth, funded by the DCAL experiential learning initiative grant “Preparing students to be arbiters of new scholarship: Editing, reviewing, and publishing in the 21st century.” Student-Led Publishing at Dartmouth is a new program, but it grew out of our on-going explorations of the intersections of information literacy and scholarly communication to benefit Dartmouth students. In January, we kicked off the year with the Student Led Publishing Fair in Baker Main Hall. Dartmouth students representing 10 student-led publications participated by displaying their work, networking with one another, and sharing ideas for how student publishing can be best supported on campus. Through video interviews, we heard in their own words what they learn from engaging in this time-consuming, co-curricular work. Next, about 20 students participated in our spring workshop series in which they explored publishing best practices, copyright and author rights, and editorial policies. They wrapped up their experience by reflecting on all they learned and making plans for improving their publications based on their new knowledge. In April, students from Dartmouth and throughout New England gathered in Baker Library for the 2017 Northeast Student PubCon. The conference featured inspiring talks, workshops led by publishing experts, networking over lunch, and a display of student-led publications from multiple institutions. A video about the conference will be available later this summer. Although we are wrapping up the DCAL ELI grant funded work, the deep learning and program development that resulted from this grant will have a long-lasting impact.

Library Presents Awards for Undergraduate Research, Book Arts

Megan Ong (top) and Emily Burack (bottom), both members of the class of 2017, were winners of the first Undergraduate Thesis Library Research Award
Megan Ong (top) and Emily Burack (bottom), both members of the class of 2017, were winners of the first Undergraduate Thesis Library Research Award

Dartmouth College Library presented its first Undergraduate Thesis Library Research Award at the Senior Honors Thesis Showcase reception on Berry Main Street near the end of spring term. Eligibility for the award is open to any student who writes a senior thesis and is majoring in the humanities, social science, and interdisciplinary fields. This award is analogous to the Library Research Award in the Sciences, which has been awarded at the Wetterhahn Symposium since 2015. Read more about the new thesis research award.

Harriette Yahr '87's entry, 2017/Onward -- A Book Arts Exploration, won Honorable Mention for Community
Harriette Yahr '87's entry, 2017/Onward -- A Book Arts Exploration, won Honorable Mention for Community

The Book Arts Prize is a juried award given every year in recognition of excellence in the creation of a hand printed and bound book made in the Book Arts Studio by a Dartmouth College undergraduate, graduate, or community member. The cash prizes are made possible through the generosity of the Friends of the Library. View a list of this year's winning entries, which are currently on display in the Treasure Room cases in Baker Library.



Participants read and discussed excerpts from the Critical Library Pedagogy Handbook
Participants read and discussed excerpts from the Critical Library Pedagogy Handbook

From March-May 2017, Jill Baron, on behalf of the Education & Outreach committee, coordinated a three-part series entitled #WhatIsCritLib for library staff at Dartmouth. According to the website, “Critlib is short for ‘critical librarianship,’ a movement of library workers dedicated to bringing social justice principles into our work in libraries.” Participants read and discussed excerpts from the Critical Library Pedagogy Handbook (2016), and portions of bell hooks’ Teaching to Transgress: Education as the Practice of Freedom and Paulo Freire’s Pedagogy of the Oppressed. The series aimed to spark a conversation about this movement, its intellectual grounding in Freire, hooks and others, and explore questions related to pedagogical practices, implicit bias, and subverting limitations in the “one-shot” information literacy session. The Library’s Education & Outreach committee has long served as a venue for conversations about teaching research and inquiry, and this series encouraged self-reflection, study, and professional development around classroom practices and encounters with patrons.

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Contributors: Barbara DeFelice and Laura Barrett (Student-Led Publishing at Dartmouth), Morgan Swan and Sarah M. Smith (Library Presents Awards for Undergraduate Research, Book Arts), and Jill Baron (#WhatIsCritLib).
Editor: Andi Bartelstein


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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.

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DartmouthX:  Collaboration
by Pat Fisken, Head of Paddock Music Library, and Memory Apata, Music Library Specialist

"Introduction to Opera" DartmouthX team
"Introduction to Opera" DartmouthX team

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.

Design process for the "Introduction to Opera" DartmouthX course
Design process for the "Introduction to Opera" DartmouthX course

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:


Active Learning Assessment 
by Heather Johnson, Research and Education Librarian

Johnson poster
Heather Johnson's poster, "Teaching Strategy Matters: Engagement Impacts Application"

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:


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

Librarian Jill Baron and Profesor José del Pino share their exhibit with students
Librarian Jill Baron and Profesor José del Pino share their exhibit with students

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:


Carson 61: Active Learning Space Incubator 
by Mike Goudzwaard, Instructional Designer

Carson 61
Yusaku Horiuchi teaching Data Visualization in Carson 61

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.

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Open Dartmouth -- Vicky May
Engineering Professor Vicky May shares her course materials openly and is one of the faculty featured in the Open Dartmouth exhibit.

Open Dartmouth
A new exhibit in Berry Main Street, “Open Dartmouth: Research, Data, Code, Ideas,” highlights faculty and researchers at Dartmouth who believe in the importance of sharing their work freely.  This exhibit follows on the heels of the Dartmouth Arts & Sciences faculty’s recent adoption of an open access policy, yet seeks to broaden the notion of what “open” means by highlighting diverse types of scholarly sharing.  The faculty and researchers featured in this exhibit describe in their own words how and why they make their work available on the open web.  By presenting the rationale for why these researchers choose “open,” this exhibit aims to foster critical awareness about access to knowledge in today’s digital environment.

The Open Dartmouth that you currently see is just the beginning of a series of physical exhibits featuring Dartmouth faculty and researchers.  We welcome the opportunity to feature more scholars, whether they be faculty, students, or staff.  So tell us, why do YOU share your work?  Let us know, and we’ll include you in part 2 of “Open Dartmouth”, scheduled for Fall 2015. We welcome recommendations too!  Please contact Jill Baron or Barbara DeFelice.

Nancy Sims

Nancy Sims helped Dartmouth stay one step ahead on copyright issues.  Credit: Marc Barker "Spiral"
Nancy Sims helped Dartmouth stay one step ahead on copyright issues.

Nancy Sims, Copyright Program Librarian at the University of Minnesota Libraries, visited Dartmouth May 11-12 at the invitation of the Library and DCAL. Nancy is "lawyerbrarian"-both a librarian and an attorney--who specializes in copyright, publishing, and technology law. Over her two day visit, Nancy led workshops for library staff, instructional designers, and faculty. She shared her insights on a variety of topics including communicating complex ideas--such as copyright law--to diverse audiences; her research findings on perceived versus actual knowledge of copyright among faculty and librarians; and insights to current and recent court cases pertaining to copyright and higher education. Nancy blogs about copyright and more at

Reflective Practice
Reflective PracticeThis summer, DCAL, Educational Technologies, and the Library are partnering on a digital community of practice for faculty to intentionally reflect on individual teaching experiences and connect with colleagues around teaching and learning.

This 3-part program will include: 1) A kickoff session for participating faculty to interact, receive training on the program, and learn more about reflective practice in theory and application, 2) Ongoing engagement in a digital discussion forum and guided reflection throughout the summer '15 term, and 3) A fall '15 debrief session in DCAL where members of the community of practice can share their experiences and lessons learned about reflection with colleagues in teh broader teaching and learning community at Dartmouth.

Look for updates here and in DCAL this fall to learn about the faculty's experiences and to explore how you can incorporate reflective practice into your teaching.

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Photo credit: "Spiral" by Marc Barker in article on Nancy Sims.

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Digital and Discoverable
by Mitchell Jacobs '14, Edward Connery Lathem '51 Digital Library Intern

Mitchell Jacobs '14, Edward Connery Lathem '51 Digital Library Intern
Mitchell making the Library's digital collections more discoverable.

Not everyone at Dartmouth knows that the library hosts numerous online, open-access digital collections. (Right here!) Which means researchers and hobbyists around the world probably don’t know either. Nowadays, most people’s first stops for information are Wikipedia and Google, and building a presence in these highly competitive spaces is more important than ever. Since enhancing Wikipedia pages with links to our collections, I’ve seen over 50 new users this month from Wikipedia alone, in particular to William Scott’s books on the Homeric simile. I’ve also been spreading the word within the library about how to modify webpages to rank highly in search engine results, with plans to hold a workshop on this as well as on Wikipedia editing.

Jones Media Center Partners with Latino Studies and Native American Studies Programs for Heritage Month Celebrations
by Gavin Huang '14, Jones Memorial Digital Media Intern

Jones Media Center Celebrates Latino Heritage Month
Jones Media Center Celebrates Latino Heritage Month

Dartmouth celebrated Latino Heritage Month and Native American Heritage Month in October and November, respectively. During the two months, the Jones Media Center highlighted films in its collection by filmmakers of both backgrounds. I worked with professors in the Latino Studies and Native American Studies Programs to select a diverse range of films that explore the histories of both groups. The selection included documentaries, comedies, and dramas to illustrate the richness of cultural production by Latino and Native American filmmakers. The films were featured on screens throughout the library, as well as on the Jones Media Center's look-up kiosks, where patrons could browse through the curated films.

Increasing Access to Spanish Language Materials in Special Collections
by Maria Fernandez '14, Edward Connery Lathem '51 Special Collections Intern

Bryant Spanish Collection in the Library of Dartmouth College
Bryant Spanish Collection in the Library of Dartmouth College

This winter I began conducting a survey of Spanish language materials in special collections with Jill Baron, the Librarian for Romance Languages and Latin American Studies. Based on the outcomes of the survey, we will create a research guide to facilitate access to relevant special collections material for students and faculty. One of our objectives is to highlight the extensive holdings relating to the history of Arabic influence in Spain, Jews in Spanish society, and Spanish exploration of the Americas that can be found within the Bryant Spanish Collection. Another collection that we are surveying is the Don Quixote Collection, which consists of nearly two thousand volumes of Miguel de Cervantes Saavedra's Don Quixote de la Mancha. The fundamental aim of our project is to increase awareness of and facilitate access to Spanish language materials in special collections for students and faculty.

Baker Tower
Editor: Laura Barrett

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

Mapping Data With Social Explorer

Social Explorer map of areas surrounding Hollywood Park, Inglewood, CA
Social Explorer map of areas surrounding Hollywood Park, Inglewood, CA

Librarians John Cocklin and Lucinda M. Hall provide library instruction for Economics 38: Urban and Land Use with Professor William Fischel. Students have the opportunity to see how land use affects certain variables in different neighborhoods. Social Explorer, a resource the Library subscribes to, allows students to create maps without having to know a lot about geographic information systems (GIS). The accompanying map shows how a student might map housing values in the area around The Forum and Hollywood Park in Inglewood, California. The Forum, previously known as The Fabulous Forum, is where the Los Angeles Lakers played until 1999. Hollywood Park features horse racing and now has a casino. With other data available, the student could see if housing values changed as Hollywood Park’s role in the neighborhood has changed.

A New Approach to Book Learning

"Dave the Potter" students in the letterpress studio
"Dave the Potter" students in the letterpress studio

The Book Arts Workshop is no longer Dartmouth’s “best kept secret”; numerous faculty bring their classes in to experience a hands-on approach to the ideas covered in the classroom. Classes in photography, architecture, printmaking, and drawing have come in to work with letterpress, bookbinding, and paper folding to bring their work into three dimensions. English classes such as History of the Book and Dave the Potter have a large studio component to augment the students’ readings and discussions.

The connections to the activity in the Book Arts Workshop may be readily apparent with courses from Studio Art and English, but other, less obvious connections are being made with areas such as medicine, music, computer science, and languages. In the course Digital Design, computer science students came in to the letterpress studio to get a better understanding of the concepts they were learning digitally. This past summer an Italian III class wrote, designed, set type, and printed a poem to help learn the language kinesthetically.

It will be interesting to see where the students go with this work and what ideas and futures are sparked with this type of experiential learning that utilizes the creative process and tactile engagement.​

DartmouthX: Open2

"Introduction to Environmental Science" course image
"Introduction to Environmental Science" course image

Dartmouth’s partnership with edX and the development of the first four DartmouthX courses provide collaborative opportunities as well as challenges for effective online teaching and learning.

The DartmouthX project provides the opportunity to model a team approach to course design. Each course has a faculty member, instructional designer, subject librarian, media producer, and several current and former Dartmouth students working to bring the course to thousands. The first DartmouthX course, Professor Andy Friedland’s Introduction to Environmental Science, provides a view into the discipline using both original and preexisting open content.

With thousands of students taking each course, MOOCs provide one of the strongest cases for using openly available content that is both embedded in the course and free to students engaged with the course at any time. MOOCs also provoke us to consider our role in creating openly available educational content and joining the growing “open educational resources” (OER) community. For more on OERS, see: Open Educational Resources: New Initiatives for Creation and Discovery and Creative Commons Open Education Resources.

Teaching and Learning at Dartmouth - Then & Now
Celebrating the Dartmouth Center for Advancement of Learning 10th Anniversary 2004-2014
Baker-Berry Library / Berry Main Street October 21 - December 12, 2014

Teaching and Learning at Dartmouth - Then & Now
Teaching and Learning at Dartmouth - Then & Now

Come by Berry Main Street to view an exhibit tracing the evolution of teaching and learning at Dartmouth, from the 18th century to the present. 
Curated by Prudence Merton, Associate Director for Faculty Programs and Assessment at the Dartmouth Center for the Advancement of Learning; Susan Simon, Media Learning Technologist, Jones Media Center; and Sarah Decker, MALS graduate student.

Exhibit design by Dennis Grady, Library Education & Outreach. Many thanks to the staff of Rauner Special Collections Library and to Deborah Howe, Dartmouth Library Conservator.

More information is available on this and other Library exhibits.


Baker Tower
Contributors: Lucinda M. Hall (Mapping Data With Social Explorer), Sarah Smith (A New Approach to Book Learning), Michael Goudzwaard and Barbara DeFelice (DartmouthX: Open2), Dennis Grady and Prudence Merton (Teaching and Learning at Dartmouth - Then & Now)
Editor: Laura Barrett

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

Evidence-Based Medicine Training for Medical Residents

DHMC residents
Image courtesy of DHMC

Every July new residents begin their medical training at academic medical centers across the country. The list of mandated competencies for residents to master includes information management and searching skills. Librarians from the Biomedical Libraries teach residents at the Dartmouth-Hitchcock Medical Center how to identify appropriate information resources for looking up diseases and conditions, as well as how to effectively search and critically appraise the journal literature for the best evidence to support clinical decisions. Librarians participate in residents' journal clubs, teach workshops and present at grand rounds, and go on patient rounds with teams of attending physicians, residents, and medical students. Working with librarians at the "point of care" provides residents with meaningful teaching opportunities necessary for lifelong learning in medicine.

Open Access icon
Image courtesy of Open Access Week

Faculty and Librarians Explore Open Access

Ellen Finnie Duranceau, of MIT’s Office of Scholarly Publishing, Copyright & Licensing, is working with us this summer on ways to enhance our teaching and outreach about scholarly communication issues such as open access policies and authors’ rights.  Ellen is facilitating a workshop for library liaisons on ways to apply deep knowledge of faculty publishing in both formal and informal teaching environments.  Ellen also is offering a workshop on “Your Rights to Your Published Works” for 35 Dartmouth community members. This workshop addresses a question that impacts the ways teaching and research materials can be shared:  “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.? ”  Participants will discover that the answer involves understanding publishing contracts, publisher policies regarding access to the works, and public access to scholarly and scientific research required by funding organizations.  If you would like a customized version of this workshop for your department or research group, please contact Barbara DeFelice.

Tuck Bridge Program

Tuck School of Business
Image courtesy of the Tuck Bridge Program

The Tuck Business Bridge Program is an intensive, fast-track summer program. Over a four-week period, students study all the major MBA subject areas, from Financial Accounting and Corporate Finance, to Leadership, Strategy and Business Ethics. The program culminates with a massive corporate valuation project.  Feldberg librarians have been helping Bridge students navigate the myriad business databases  essential to this project every year for the past eighteen years. The librarians look forward to working with these enthusiastic students year after year.

The Tuck Business Bridge Program runs two sessions over the summer:  June 9 – July 3 and July 14 – August 8. Additionally, this year for the first time, they will run a  3-week session in winter: December 1-19, 2014.

Baker Tower
Contributors: Cynthia Stewart (Evidence-Based Medicine), Barbara DeFelice (Open Access), and Richard Felver (Tuck Bridge Program).
Editors: Sarah Tischer Scully and Laura Barrett