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

Change the Subject as a Teaching Tool by Jill Baron

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Change the Subject, a film about libraries, labels, and activism, was co-directed by Dartmouth librarian Jill Baron and filmmaker Sawyer Broadley and co-produced by Dartmouth alumni Melissa Padilla ‘16 and Óscar Rubén Cornejo Cásares ‘17. The film explores the singular effort of students and librarians to change the Library of Congress subject heading “Illegal aliens,” a movement that has had a national impact.

It premiered at Dartmouth College on April 27, 2019, and since then, has had 51 public screenings, been included in two film festivals, and was broadcast on Vermont PBS, part of their “Made Here” series. The impact of the film has been widespread, but perhaps most significantly as a teaching tool in a variety of classrooms. The film has been screened to K-12 audiences as an illustration of civics in action, and is increasingly included in library and information school curricula, prompting a new generation of librarians to ponder what diversity and inclusion in libraries really mean when these values are at odds with traditional library practices.

At Dartmouth, students in the Fall 2019 course “Latinx Lives in the United States” produced Words Matter, an online exhibit about the film, delving deeper into topics such as the role of language in determining identity, and the history of immigrant rights activism at Dartmouth. Given that the film explores how libraries use cataloging and controlled vocabularies to organize information, teaching librarians are finding the film useful in terms of building critical information literacy skills in students. Baron aims to produce a teaching toolkit for the film, and hopes that the film will continue to inspire conversations about social justice, racial equity, and inclusivity in libraries and higher education.

Dartmouth Library reports on “Teaching with Primary Sources” by Morgan Swan

During the 2019-2020 academic year, the Dartmouth Library is participating in a study conducted by Ithaka S+R, a not-for-profit service that helps academic communities serve the public good and navigate economic, technological, and demographic change. The current study, titled “Supporting Teaching with Primary Sources,” is being facilitated by Morgan Swan, Daniel Abosso, and Myranda Fuentes, and has benefitted from significant contributions from Joshua Dacey before his departure. The Dartmouth Library team will partner with Ithaka S+R and twenty-five other institutions of higher learning in both the US and the UK to conduct a series of interviews with faculty who use primary sources in the classroom in some capacity.

At present, twelve Dartmouth faculty have been interviewed and transcriptions will soon be generated. Then, the Dartmouth Library team will review and code the transcripts according to certain keywords of relevance and interest. Once that’s complete, the information will be collated and used in the creation of a report that will seek to elucidate the ways in which the Dartmouth Library can provide support for faculty who want to incorporate primary sources in meaningful ways in the classroom, whether on-site or virtually.

The information gathered here at Dartmouth will also be included in a capstone report by Ithaka S+R and will be essential for the larger library profession to further understand how the support needs of instructors in teaching with primary sources are evolving. The Dartmouth Library’s local report will go live in September 2020 and Ithaka’s larger report should appear soon after.

From Script to Print by Daniel Abosso

During fall term, Daniel Abosso taught an 8-week Osher class, “From Script to Print: European Cultural Change, 1300-1600” that focused on the how European intellectual culture changed during the transition from manuscripts to printed books. Students worked with manuscript and early printed books at Rauner Special Collections Library, prints at the Hood Museum, and parchment, paper, and the hand-press at the Book Arts Workshop to understand the physical processes involved in manuscript and book production. Each week was devoted to a different theme, from anatomy and disease to the discovery of the New World. Students read primary sources that ranged widely, from a 7th century encyclopedia to a 16th century Neo-Latin epic on syphilis. One student commented, “If ever you wanted to take a journey back in time to another place, this is the course! Daniel has the amazing ability to show the works of these ancient scholars in relation to world events and perspectives, and bring these personalities to life.”

Women in Data Science: Building a longer table starts at Dartmouth by Catrina Cuadra

While women struggle for equality across disciplines, women in data science face particular challenges. They struggle to reach representation and many find themselves unhappy working in these industries, ultimately leaving. There are several places where women veer off the path to a successful data science career, often in liminal stages where women lack support. These stages include transitioning from student to master, entering the professional world, and achieving professional success. Often women lack structures and networks to turn to in these critical stages of their careers.

The need to establish social networks for women within the data science world has become increasingly clear. Many of the issues women face in their struggle to reach parity stem from lack of mentors, sponsors, teachers, friends, and colleagues. Based on a UN initiative, the forthcoming Dartmouth Library Women in Data Science (WIDS) initiative hopes to address this need. Led by Catrina Cuadra, WIDS will create a space for women to advance their technical skills and learn some of the soft skills needed to engage in the tech world. While the skills are important, the professional and personal networks that arise from the group meetings are what will ultimately contribute to building a longer table in the world of data science and tech.

Please keep an eye out for the first WIDS meeting. All gender identities are welcome. If you have any questions about WIDS please contact Catrina Cuadra.

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

In this issue, we bring you three articles from across the Dartmouth libraries. First, Julia Logan shares her reflection on the 2019 Librarians Active Learning Institutes (LALI). Next, for those who could not attend the Summer Celebration on July 27, Joshua Dacey describes how library faculty created active learning experiences throughout the day long event. Finally, we end this volume of the Library Teaching Quarterly with an article about the upcoming "Adventuresome Spirit" exhibit, which is the fourth and final installation in the Library's 250th exhibition series. Please enjoy!

Librarians Active Learning Institute Expands to Meet Demand

by Julia Logan

Summer 2019 marked the 8th year of the Librarians Active Learning Institute (LALI) and the 4th year of the Archives and Special Collections track. LALI, which is a re-envisioning of Dartmouth’s Active Learning Institute (ALI) for faculty, offers librarians and archivists of all teaching levels the opportunity to reflect upon their teaching, collaborate with peers, and develop and refine learner-centered teaching skills. Participants take part in multi-day sessions focused on LALI’s core principles of Meet, Engage and Reflect. By the end of the programs, they employ these principles by designing and facilitating active learning experiences.

Historically, LALI and LALI-ASC are offered once per summer, consisting of 16 and 12 person cohorts, respectively.  However, due to such a high number of applicants over the past few years and the increasing demand for instructors to facilitate active learning programming separate from the summer institutes, LALI and LALI-ASC were expanded to offer an additional session of both.

Instructors from Teaching and Learning, Archives and Special Collections and the Dartmouth Center for the Advancement of Learning worked with a total of 56 participants representing community colleges, state universities, small liberal-arts colleges and even the oldest, military college in the United States. As in past years we also welcomed new Library staff members with teaching responsibilities.

Double the number of sessions hopefully means double the number of librarians and archivists who are better equipped to meet their community of learners where they are, actively engage them in the process of teaching and learning and encourage reflection and articulation of learning.

Beyond the Library: Active Learning in the Wild

by Joshua Dacey

Have you ever found yourself staring longingly through the glass of an exhibit case at a mesmerizing artifact just out of reach?  Inextricably, your hands rise up to touch the glass. You know you should not and in fact, all the signs posted around the museum tell you not to, but maybe, just maybe, if you can touch the relic for a moment, you can be a part of history. I have seen this moment play out hundreds of times in my career as a museum educator. I learned a long time ago to capitalize on those moments of inquiry to fuel active learning. Recently, I had the opportunity to facilitate a day full of such moments at the Dartmouth 250th Anniversary Summer Celebration on July 27.

Throughout the day, staff highlighted the library’s collections at several active learning “stations.” As the day was warm and Baker Berry Library features not only water fountains but air conditioning (who needs books), a strategically placed final activity station on the Library lawn drew a small crowd. Visitors of all age took turns creating colorful pennants representing their home communities. At first glance, the activity appeared to be a simple offering of arts and crafts. A closer look revealed active learning in practice. As visitors created their unique community banner, they shared memories of home with each other. Patrons shared their hometown experiences while creating an artifact very similar an artifact housed a few yards away in the “Generations of Community” exhibit, a Dartmouth College football pennant.

While viewers cannot touch the artifacts, it was my hope that during the activity, visitors could make a personal connection to the exhibit’s theme of communities and symbols of community at Dartmouth.

"Adventuresome Spirit"

by Joshua Dacey

With two and a half centuries of history, Dartmouth has its fair share of legends and lore. For instance, there is John Ledyard, the great adventurer who in 1773 chopped down a tree, carved a canoe, paddled down the Connecticut River, and eventually sailed around the globe with Captain Cook. Sounds like a great adventure, right? Now, under a closer lens.

Ledyard essentially dropped out of classes, destroyed school property, and captained an illegal sailing vessel down the river. Did I mention he died a pauper in Egypt and was buried in an unmarked grave?  So why is John Ledyard remembered so fondly? Why is there an outdoor organization named after him (Ledyard Canoe Club)? Ledyard’s legend stands tall at Dartmouth because it is a tale of exploration, daring, and bravery.  Some might say Ledyard was an adventuresome spirit. Yet, as we all know, adventure can take many forms. The multiple interpretations of “what is an adventuresome spirit” was given careful consideration by the curators for the final Dartmouth 250th Anniversary exhibition.

Co-curated by Amy Witzel and Joshua Dacey, “Adventuresome Spirit” illuminates the “individuals and groups who have helped to shape the adventuresome spirit at Dartmouth– through innovation, service, teaching, athleticism, exploration, and leadership.” Taking a nuanced approach to curation, the exhibit is both visually compelling and driven by a narrative. Four panels were designed as kaleidoscopic representations of adventure through images with only a single central quote for text. The other two panels take a more traditional approach of a narrative driven artifact based exhibit. The juxtaposition of design style allows for visitors of differing learning style to engage with the exhibit content through multiple lenses.

“Adventuresome Spirit” was curated by Amy Witzel and Joshua Dacey. Exhibit design provided by Dennis Grady. Editing by Laura Barrett, Joshua Dacey, and Jay Satterfield. The exhibit will be installed from October 2nd until Decemberr 18th, 2019 in Reiss Hall located in Baker Library. The exhibit is free and open to the public.

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 a current exhibit installed in Berry Library curated by Matika Wilbur, entitled "Changing the Way We See Native America." Next, for those who could not attend the opening reception and artist talk in May, a reflection on Matika's "Learning From Indigenous Vision and Voice" presentation offers readers a glimpse into the complicated Indigenous experience as expressed in the artist's photography. Then, learn more about the upcoming "Enduring Fellowship" exhibit, which is the third installation in the Library's 250th exhibition series. Finally, we end this volume of the library teaching Quarterly with an article written by Caitlin Birch focusing on the recent SpeakOut oral history project. Please enjoy!

Changing the Way We See Native America:  Photography and Matika Wilbur’s Project 562 by Wendel Cox

Recently, the exhibit cases on Berry Main Street have been host to a powerful set of images from Matika Wilbur’s Project 562, a vast, multi-year endeavor to depict contemporary Indigenous peoples of the federally-recognized tribes of the United States. Wilbur, a photographer from the Swinomish and Tulalip Tribes, selected photographs especially for display at Dartmouth, including images of several individuals from New England tribes such as the Mashpee Wampanoag, Aquinnah Wampanoag, and Micmac. Like the images themselves, accompanying texts foreground the voices of Wilbur’s Indigenous subjects. Wilbur’s project is a profound challenge to the commonplace depiction of Indigenous people over centuries, which have mainly reproduced the views and needs of the project of settler colonialism and presented Indigenous people as timeless, now absent, and almost entirely silent. Such representations have proved extraordinarily durable and are implicated in the erasure of Indigenous peoples from their land and our collective histories.

"Changing the Way We See native America" runs on Berry Main Street from April 1 to June 30, 2019.

Note: As Wilbur acknowledged, her project cannot – nor should not – document every federally-recognized tribe. At the same time, the project’s scope has grown since its inception, both as a result of ongoing federal recognition of tribes and her decision to include peoples without federal recognition. At this time, there are 573 federally-recognized tribes in the United States, dozens of state-recognized tribes, and many, many more peoples as yet without federal or state recognition.

Learning From Indigenous Vision and Voice by Wendel Cox

On May 9, 2019, Matika Wilbur spoke in the East Reading Room about Project 562. Her energy, humor, and commitment were evident to everyone in the standing-room-only audience. Over a little less than an hour, she reclaimed the East Reading Room for Indigenous voices, speaking not of a past but a dynamic present and future. Wilbur built a relationship with her audience with a greeting, a call to share ourselves with each other, and gathered us together to hear her stories of traveling and photographing Indigenous people. With her charming and disarming stories, she also offered us a glimpse of her process and the work of a slow, patient, and profoundly respectful collaboration between photographer and subject – a process paralleled in recent generations of Indigenous scholarship, where the needs of communities and their respective members come first.

"Generations of Community" by Katie Harding and Joshua Dacey

Every June, the energy inside Baker Berry Library reaches a fever pitch. Early in the month, students flock to the Tower Room to seeking refuge and silence to study for finals, some for the last time. In the levels below, a burgeoning revelry is felt in the excited whispers of summer plans and life after commencement. Then, within the span of two weeks, the library becomes desolate. Students are gone and a brief respite for the staff settles in. For many Dartmouth students, it is a time for reflection. Graduating seniors are leaving Dartmouth and in a sense, leaving what has been their world for the past four years. Entering freshman are grappling with feelings of displacement and nervous excitement as they seek to find their place in what will be their world for the next four years. The campus community ebbs and flows every year in this way and has for nearly 250 years. That history, the history of the campus community, is the central focus of the next 250th anniversary exhibit "Generations of Community." The exhibits' curators, Shaun Akhtar '12 and Katie Harding, wanted to explore "the range of ways community has been experienced (or in some cases not experienced) and how students, past and present, have shaped the communities that we see today." The six panel exhibit will be installed in Reiss Hall, Baker Main for those who missed the renaming last month, from July 3rd until September 18th, 2019. When asked what she hopes visitors will learn in exploring the complex history of community and fellowship and Dartmouth, Katie Harding had this to say,  "I would like for people who view this exhibit to be inspired to think about the communities that exist at Dartmouth and to consider how those communities foster inclusion. I hope that our exhibit gives them examples of students being a positive force for change in creating a more inclusive Dartmouth." Want to hear more from Katie and Shaun? Keep an eye out for our next post in the "Curator's Corner" blog series.

"Enduring Fellowship" was Curated by Shaun Y. Akhtar '12 and Katie Harding. Exhibit design provided by Dennis Grady. Editing by Laura Barrett and Joshua Dacey. The exhibit will be installed from July 3rd until September 18th, 2019 in Reiss Hall located in Baker Library. The exhibit is free and open to the public.

SpeakOut by Caitlin Birch

The oral history interview between Mary K. Klages ’80 and Abigail R. Mihaly ’21 is winding down. As with many interviews, the end is a time for reflection. Abby asks Mary to reflect on her hopes for Dartmouth’s future and Mary weighs in: “What I learned at Dartmouth was conversation is crucial. Talking about things is always better than not talking about things. You’re only as sick as your secrets, and your silence won’t protect you. So that’s what I would wish for, is ongoing in-depth, heartfelt conversation about our differences.”

In a way, Mary has summarized what students like Abby are working to achieve with SpeakOut: a breaking of silences, a space for honest reckoning with Dartmouth’s past. Simultaneously, she’s also described much of what they’re learning: a research methodology that centers intentional conversation and active listening.

SpeakOut — a project dedicated to documenting the history of Dartmouth’s LGBTQIA+ community through oral history interviews like Mary’s — begins in the classroom. There, students who are each responsible for producing four interviews for the project learn the theory and methodology of oral history. They explore the archives and consider how materials end up there. They engage, often for the first time, with the influence archival collecting exerts on the historical record. They consider why and how gaps in the archives form and contend with the specific gap of LGBTQIA+ history. They begin to understand the role they’ll play as student interviewers and they prepare to play it.

The SpeakOut training term emphasizes active learning, while the year of interviewing that trained students embark upon represents experiential learning. Classroom activities that range from the basic think-pair-share to the more involved special collections scavenger hunt prepare students to enter a new, far less familiar classroom: that of an oral history interview that puts their knowledge to the test while inviting them to learn through the lived experiences of their interviewee. The imperfect interviews that result are not the same as those a professional oral historian might produce, but in some ways they’re better. Amidst the inevitable nerves, bumbles, and recording glitches, we hear one generation of the Dartmouth community connect with another in pursuit of exactly what Mary Klages described: in-depth, heartfelt conversation.

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

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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

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

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.

 Baker Tower
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


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

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

"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.

Baker Tower

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

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.

Baker Tower

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