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Next time you’re in line at the KAF, take a look at the Spring 2019 exhibit of new books by Dartmouth authors, on topics ranging from early colonial (US) history, to heterocyclic chemistry, to teaching leadership.  But wait, there's more! Check out “Holding Court,” a series of short interviews with the authors, published throughout the term.  And you won't want to miss the spring’s blockbuster book talk featuring Colin G. Calloway, author of The Indian World of George Washington (Oxford, 2018) in conversation with none other than our very own J. Wendel Cox, librarian for History, English, and historian of the North American West.

The Dartmouth Library has a copy of each one of Spring 2019 display books for check-out, or, look for them in a library or bookstore near you:

Colin G. Calloway, The Indian World of George Washington (Oxford University Press, 2018)

Julio Ariza, El abandono: abismo amoroso y crisis social (Beatriz Viterbo, 2018)

Levi S. Gibbs, Song King: Connecting People, Places, and Past in Contemporary China (University of Hawaii Press, 2018)

Annabelle Cone, Empty Nesting (Waffle House Publishing, 2018)

Tarek El-Ariss, Leaks, Hacks, and Scandals: Arab Culture in the Digital Age (Princeton University Press, 2019; The Arab Renaissance: A Bilingual Anthology of the Nahda2018 (Modern Language Association of America)

Peter Jacobi, Introduction to Heterocyclic Chemistry(John Wiley and Sons, 2019)

Cecilia Gaposchkin, Invisible Weapons: Liturgy and the Making of Crusade Ideology (Cornell University Press, 2017); Liturgy and Devotion in the Crusader States (Routledge, 2019)

Michelle T. Clarke, Machiavelli's Florentine Republic (Cambridge University Press, 2018)

Sadhana Warty Hall, Teaching Leadership: Bridging Theory and Practice (Edward Elgar Press, 2018)

Nicola Camerlenghi, St. Paul's outside the Walls : a Roman basilica, from antiquity to the modern era (Cambridge University Press, 2018)

Kevin Warstadt, Edward Connery Lathem '51 Digital Library Fellow at the Dartmouth College Library, muses on his experiences with television, inspired by articles in the latest issue of the Journal of E-Media e-media_logo-2Studies.

In the recent special issue (vol. 5, 2016) of the Journal of E-Media Studies published by the Dartmouth College Library, contributors explore the early history of television from a number of different angles, promoting a comprehensive view of the medium and its societal impact.

I can only inadequately express the impact of television on my own life. How many nights I spent camped out, snacks in hand, mesmerized by those flickering images on the wall, I can’t say. Though often taken for granted, television was a persistent presence in my life. It entertained and informed, provided continuity and structure.

Beyond my personal interactions with television, it was also a social thing. I remember when my family would gather around the screen weekly to watch the latest big show. It became a ritual, a time to think about people and morality. It became a kind of instant mythology that gave meaning to a world which often seemed frightening and inconsistent. When I grew older I watched "The Sopranos" with my father, one of the few things we were able to bond over. And it left the home as well. We spoke about the goings-on of our favorite shows over the water cooler. We saw horrors and beauty. It was hatred and fear and love and hope, everything art should be. We felt pride when we saw men walk on the moon. We felt the terror as the twin towers fell. We had these visceral, unifying experiences, all because of television.

Elihu Katz discusses this unifying effect of television in his interview with Doron Galili. “…television truly lived up to its promise—the occasions of uniting a whole nation, allowing everybody to feel part of some great national event, burying differences for the moment, feeling a thrill of simultaneity—of actually being there.” He also makes note of the formation of hegemony, the drawback of such a powerful force. As the founding director of Israeli television, Katz can speak to that power as much as anyone.

Television_EMedia_Image1
Television weatherman Nils Curry Melin painting a van Gogh-inspired weather forecast. Skit from Multikonst—hela Sverige går på utställning (1967). Still image: SVT—Sveriges Television AB.

Whereas Katz covers the social influence of television, Åhlén writes about the medium as a tool for cultural education. In the case of the Swedish program, Multikonst, television proved an innovative means of spreading appreciation of modern art. However, the creators of Multikonst saw television as only this; a tool. Åhlén writes, “Television was thought to be able to become an important part in the contact-making but never to actually substitute this contact; it could provide information about art, bolster engagement for and create interest in art, but it could never actually be art, because art was chiefly considered a product of an artist's work.” They can hardly be blamed for failing to recognize the potential of the fairly young medium, but to the contemporary eye it’s clear that television can be art in its own right.

It seems that the devotees of the high arts are quick to dismiss television. I must admit that when I talk about its influence on my own development I do so with a hint of shame. Even the word itself, television, seems disconnected from the old, artisanal world. It’s a product of mechanization, of industry, and it’s easy, especially with the advent of ubiquitous reality television and product placement, to dismiss it as a kind of opiate of the masses. But it’s so much more than that.

It is surreal to look through the images of old TV sets on McVoy’s website for the Museum of Early Television, and see the art deco style of them. They have the whisper of optimism, straight lines going up up up to the skies, suggesting infinite possibilities. There is magic in those old boxes, that made living rooms, homes, and neighborhoods center around them. Even in photos they possess an inexplicable weight, and in their dim glow is the specter of a past wonder that was lost in the trudge through postmodernism.

Television_EMedia_Image2.jpg
Image from La photographie électrique à distance, directed by Georges Méliès, 1908, Star Film Co., France

It is enchanting to peruse Koszarski and Galili’s filmography and watch the dancing ghosts of Georges Méliès and Fritz Lang. The figures within seem alive with their explosive movements and exaggerated facial expressions, and yet, in silence, they seem so far away, trapped in the past.

And there they remain. As visual media advances they’ll grow farther away, moving ever nearer the first shadows on the wall. But they’re not lost. The studies of early television presented within this edition of the Journal of e-Media Studies and others like them allow us to hold on to the optimism of the past. And like those artists who dreamt of a technological age, we can use that past to look in new ways ever toward the future.

About the author:
Kevin Patrick Warstadt holds the Edward Connery Lathem '51 Digital Library Fellowship for 2016-2017 at the Dartmouth College Library. He studied film and history at the Georgia Institute of Technology, and holds a BA in Science, Technology, and Culture.  He is a student in the Master of Arts in Liberal Studies Program at Dartmouth, and is completing his thesis on Theodore Roosevelt and American Expansion in the late nineteenth and early twentieth centuries. Recent publications include the short story "In the Desert" and the poem "Response to Xanadu," both published in The MALS Journal.
In his work as Digital Library Fellow, Kevin handled the mark-up for each of the articles in this issue, and this article was inspired by that deep work with the texts!

About the Dartmouth College Library Publishing Program:
The Dartmouth College Library’s Digital Publishing Program focuses on providing open access, online publishing of scholarly publications that are created by Dartmouth faculty or students, or are published by Dartmouth.

 

OpenCon 2015 graphicPosted on behalf of Rachel Obbard, Assistant Professor of Engineering
Thayer School of Engineering at Dartmouth

Part 2 of 2 on what I learned at OpenCon 2015: Background and Open Access
(Read Part 1: Making Opportunities for Scholarship More Open: Open Access, Open Data, and Open Education)

Open Data

This is the second part of a two-part blog on the ideas I took away from OpenCon 2015. OpenCon is an annual conference where attendees work towards developing a more open system for sharing the world’s information — from scholarly and scientific research, to educational materials, to digital data.

A major topic of OpenCon 2015 in November was the difficult area of open data.

Data is open when it is publicly available and structured so that it is fully accessible and usable. In the U.S. (and in many European nations) there is a federal governmental push toward open data practices. Here, the White House Open Government Initiative has already trickled down into agency initiatives (for example, see http://www.nsf.gov/data/), grant requirements, and proposal guidelines. The deliberate structuring of data to be discoverable and usable is as important as the accessibility of the data itself. Agencies, repositories, and scientific communities are all working on developing common metadata terms so that users can more efficiently find data.  If you are hosting datasets yourself, you may be interested in a service of the Dartmouth Library to enable you to have DOIs for your datasets, an important aspect of making a dataset public and citable.  Having well-documented open data is a major path towards making it easier for you to get credit for your research, too.

Some of the challenges of Open Data include:

  • The sheer volume and increasing rate of data being produced
  • The lack of infrastructure and funding, not only for collecting, processing, and archiving data, but for maintaining those archives
  • The difficulty of data discovery across different repositories/registries, platforms, and data sets. Data discovery systems are still overly simplistic and catalog/registry-based OR very heavy weight and top-down
  • Development of data access systems is divergent in terms of infrastructure, data standards and conventions, and format
  • The long tail of data. Some data is open, managed, and usable. Even more is open but poorly managed or requiring the original authors’ assistance to use, but the vast majority is not openly accessible, not managed. It is still in individuals’ notebooks, hard drives, and thumb drives!

Practical (and sometimes required) Steps

  1. What can we do? As individual scholars, we can make a point of uploading our data to our institutional repositories, as well as to discipline-specific ones.  Most of these are members of world data centers or network data centers, umbrella bodies representing groups of data stewardship organizations with search services across multiple repositories. Figuring out which repository to use can be daunting to new researchers, but a librarian can help you.
  1. If you are applying for funding from government agencies or private foundations, you will probably be required to describe how you will make data publicly available in a data management plan. At Dartmouth, the Library, the Office of Sponsored Projects, and ITS have collaborated on implementing the Data Management Plan Tool. This is a very useful resource for those of us writing research proposals, as it provides not only data management plan formats for many agencies, but actual sample data management plans as well.
  1. Familiarize yourself with and use Creative Commons designations, so the right to use and republish your data is unambiguous and users know how to do the right thing. For guidelines see https://creativecommons.org/. To embed Creative Commons licenses directly into Word, PowerPoint, and Excel documents, see CC Word Add-in.
  1. Help spread the word. Many scholars are resistant to sharing data because of fears that they will be scooped, or that their data will be used without attribution or even misused. I can’t say this won’t happen; I’ve seen it. But chances are that the benefits to society of sharing your data will outweigh the disadvantages. You know your data far better than other people. Even with good annotation, it is difficult to use someone else’s data. If other scholars find something you missed, then you probably weren’t going to see it anyway. What’s more, they may have a way of using it that is completely orthogonal to your purpose and will generate new knowledge.
  1. Institutions and agencies can also proactively make data archiving and metadata creation easier for scientists, improve sharing and collaboration infrastructure, and provide funding for data curation.

Open Educational Resources

We all know how expensive textbooks can be! At community colleges, the books often cost students more than tuition. Many students cannot afford textbooks, or choose not to buy them, even when forgoing textbook purchases affects their learning. Student groups on some campuses (e.g., the University of British Columbia) are fighting back, pushing for open educational resources to be used wherever possible, and working with their administration, professors, and even their bookstores to make it happen.

Practical Steps

Professors can work with their subject area librarians to identify open access resources for their students, or even consider writing an open access textbook. Like open access journal publication, this is an idea waiting for proven economic models. My own informal survey at the recent American Geophysical Union conference turned up a range of responses from publishers, ranging from, “Yes! We offer this" (http://www.frontiersin.org/) to “We are waiting to see what others do” to “What is open access?”

Of course, providing open educational resources is just the beginning. What we really want is to develop communities of open practice. We want students learning to work in (and to create and contribute to) an open environment. Students need to be shown how to identify, and find value in, good open resources. Some ways for teachers to promote open practices in the classroom include:

  1. Explain and model a philosophy toward open educational resources and open access publishing
  2. Find and use Creative Commons licensed materials and license your own materials that way
  3. Try to design your class without a required textbook purchase. Use an open access textbook (I like http://www.motionmountain.net/project.html) or resources available online. Ask your subject area librarian for suggestions. See
    1. CCOER - lists of open textbooks in various fields
    2. OpenStax - publisher of open source textbooks
    3. BC Open Textbooks Project - mostly social sciences subjects
    4. OER Commons - open educational resources
  4. Use peer review and annotation as a teaching tool. Have students critique one another's work (using Canvas or social networking tools such as WordPress, Tumblr, or Blogspot) for participation grades
  5. Have students create content for Wikipedia or put their work on Wikibooks for an assignment or a final project

Wondering how to navigate the copyright waters when planning your syllabus or assigning research papers?  Ask a librarian!  Attend a copyright workshop, invite a librarian to your class to discuss this with your students, and advise on their specific projects.

OpenCon 2015 graphicPosted on behalf of Rachel Obbard, Assistant Professor of Engineering
Thayer School of Engineering at Dartmouth

Part 1 of 2 on what I learned at OpenCon 2015: Background and Open Access
(Read Part 2: OpenCon: Early Career Researchers Pave the Way)

Background

There is something extraordinary happening.  Lots of extraordinary things, actually, all benefits of the internet – improvements in our understanding and appreciation of other cultures, support for marginalized segments of the population, new economic models, international collaboration, alternatives to traditional schooling – the list goes on and on.  One of the most powerful of these in the scholarly context is the Open Movement, the trend towards more open sharing of data, scientific publications, and educational resources.

In November, I had the good fortune to attend OpenCon 2015, an annual conference where attendees work toward developing a more open system for sharing the world’s information — from scholarly and scientific research, to educational materials, to digital data. OpenCon is more than a conference series; it is a community that aims to advance Open Access, Open Education, and Open Data. Once a year, its members come together from across the world to learn about the issues, develop critical skills, and return home ready to catalyze action.

Thanks to a travel scholarship provided by Dartmouth College Library, I was able to attend two days of talks, panels, and project presentations in Brussels, Belgium (November 14-16, 2015), and take part in workshops on specific problems, strategies, and tools of the Open Movement*, including Creating Open Content, Advocating Open Access on Campus, The Role of Open Content in the Classroom, and What can Funders Do to Incentivize Open Science?  I came away with ideas, resources, and contacts to a vibrant OpenCon community. I describe in two blog posts the key messages I took home from the conference, and some practical steps for students and educators who want to support the movement.

*Although the Open Movement is a distributed effort, there are a few influential individuals, such as Michael Eisen, early Open pioneer and Founder and Editor of PLOS, and some organizations, the biggest of which is SPARC® (the Scholarly Publishing and Academic Resources Coalition) and its the Right to Research Coalition project, an international alliance of student organizations that advocate for and educate students about open methods of scholarly publishing (see http://www.sparc.arl.org/).  At Dartmouth, the Library’s Open Dartmouth Working Group provides educational programming and consulting for the Dartmouth community on these issues.

Open Access and Public Access

Open Access refers to making scholarly work available to everyone, not just those who can afford it or those who have the good fortune to work for institutions that can. In theory, the greater the access, the greater our collective productivity. The devil in the details here lies in developing economic models for open access journals. Someone needs to pay for the editorial staff and infrastructure required to compile, publish, and curate quality work. Currently many open access journals require paper processing fees, which shift the cost from reader to author but may simply replace one barrier with another. Within the Open Movement there is a growing sentiment that “We need to abandon [traditional] scientific journals, not reform them” (quote from an OpenCon speaker). There were even stickers putting down a popular, and notoriously heavy-handed, publisher.

I came away from OpenCon with ideas for things I could do in each of the Open focus areas. I include them here as suggestions for action.

Practical Steps

  1. Sign the Open Pledge (http://www.openaccesspledge.com/) and post it on your webpage.
    “I pledge to devote most of my reviewing and editing efforts to manuscripts destined for open access. For other manuscripts, I will restrict myself to one review by me for each review obtained for me by an outlet that is not open access. Here, manuscripts destined for open access mean those that the authors or journal post on institutional or university repositories, or those that are made open access by the publisher within 12 months. Because I believe that access to publicly funded research should be free, I will also support open access in other ways.”
  1. Publish more. Publish openly. Make your past publications accessible wherever possible.
    1. Publish pre-prints on your web pages when you can. Talk to the librarians in the Scholarly Communication, Copyright and Publishing Program about what you can post where. Publishing pre-prints is often permitted even by traditional journals. For guidelines on what is allowed, see the SHERPA/RoMEO database of publishers' policies on copyright and self-archiving. You will be encouraged to deposit these in the Dartmouth Academic Commons, Dartmouth’s institutional repository,  as that develops.
    2. Publish negative data (data that doesn’t support your hypothesis, or is simply not being used).
    3. Be active on your scholarly or scientific journal editorial boards to effect change to a more open system in your field.
  2. The Directory of Open Access Journals is an online directory that indexes and provides access to high quality, open access, peer-reviewed journals. Dartmouth librarians can also help authors identify open access journals for their next papers.
  3. Apply for the Dartmouth Open Access Fund to cover article processing fees.
  4. On the institutional level, open access publishing could be enabled by changes in promotion and tenure guidelines that encourage open access publication. Many institutions are considering using this metric as well as impact factor or citations as proxies for impact, as open access publishing can lead to broader impact.

Simbolo_CAuthors who want to share the results of their research and scholarship with a wide audience may find it odd that we’re addressing “author rights” in this blog.  Many authors think that once they write something and publish it, they can share it with whomever they please. But due to a long tradition of copyright transfer or license for works to publishers, this is often not the case.

Most authors don’t begin their research and writing with a consideration of what rights they would like to retain once the work is published.  In fact, after spending months or years researching and writing an article or book, submitting it to a journal, waiting for a response, and celebrating a publication acceptance, the publisher’s required copyright agreement may feel like an afterthought. In many cases, authors forget that the rights to their published work are theirs until they give them away (via a copyright agreement).  Often, the agreement is quickly signed, the work gets published, and the author is satisfied -- until they think of a way that they’d like to reuse their work in subsequent months or years.  If this happens, librarians in the Scholarly Communication program are available to help authors understand the agreement they signed and provide advice on how authors can communicate with their publishers about rights.  There are also resources that we can recommend to assist authors in the early stages of the publishing process.

Ideally, an author would consider where to submit their work for publication based on what rights they’d like to retain.  If you are interested in exploring that for books and book chapters, we can help you modify your contract, based on prior experiences.  If you are interested in exploring that for journals, a great starting place is SHERPA/RoMEO, an easy-to-use, free, online resource that helps authors understand key points within a publisher’s copyright agreement.

Please don’t hesitate to contact us if you have questions:
Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing
Jen Green, Digital Scholarship Librarian
http://www.dartmouth.edu/~library/schcomm/

Open_Access_logo_PLoS_white.svg“Open for Collaboration” is the Open Access Week 2015 theme. Starting on October 19th, find an “Open Dartmouth: Research, Data, Code and Ideas” exhibit near you to learn why Dartmouth researchers share their work!

 

  • This exhibit features posters of faculty who share their teaching and research openly and includes their individual insights into the ways broader access to their work impacts their research communities, their students, and the world.
  • The exhibit is located in a variety of places on campus and online too:
    • Baker-Berry Library, Main Street
    • Fairchild Physical Sciences Center, Lobby
    • MacLean Engineering Sciences Center, Atrium
    • Online at the ARTstor Shared Shelf Commons
  • See Open Dartmouth: Research, Data, Code, Ideas, a slideshow presentation
    • This presentation will run continuously throughout the day in all of the above-listed locations. It highlights Dartmouth faculty as well as how and where they choose to publish their work openly.
  • Pick up materials about ways to more broadly share your work!

More questions about Open Access Week and what’s happening at Dartmouth?

If you are publishing or sharing your work openly and would like to be included in our Open Dartmouth Exhibit, please contact either Barbara DeFelice or Jen Green within the Scholarly Communication, Copyright, and Publishing program.

While scholarly communication and academic publishing have long been topics of interest and conversations at Dartmouth, the Library’s Scholarly Communication, Copyright, and Publishing Program is a relatively new initiative.  To get to know us, let’s start by answering some of the questions we have heard so far.

“What do you mean by scholarly communication?”

Typically, we’ve thought of scholarly communication as the complex system through which scholars share their research findings and ideas with the world, and which includes creation, evaluation, dissemination and preservation of those findings.  At Dartmouth, the Program is focused on developing a deeper knowledge of options for sharing the results of research and teaching.  New options include open access articles and scholarly monographs, openly available educational resources, and pathways to open data.  With the rise of digital communication, the definition of scholarly communication now incorporates everything from formal journal articles and books to listservs, blogs, all kinds of social media, and digital publishing activities.

Quite simply, “open” means available to everybody, without restriction due to the ability to pay.  However, copyright and scholarly norms of citation are still important.  Look for more about open access during Open Access Week 2015, October 19-23.

“What is the Scholarly Communication, Copyright, and Publishing Program?”

We are a new department that currently focuses on consulting with and reaching out to Dartmouth scholars to provide information and educational resources on open access, public access requirements from funding agencies, copyright, data management, open educational resources, and new models of publishing.  Each of these issues will be covered in future posts, so let’s focus for now on the broad and general ideas.  If you have questions about any of the issues, we are a great place to start!

“Who are you and what do you do?”

The Program has two full time librarians, but we work with many librarians, metadata specialists, information technology professionals, administrators, and scholars.

Barbara DeFelice, Program Director for Scholarly Communication, Copyright & Publishing
Barbara leads and coordinates the Library’s scholarly communication, copyright, and publishing program activities across campus. This is collaborative work with faculty, students, administrators, and staff, and involves developing education programs, consulting services, initiatives, and new approaches to topics such as open access, copyright and authors’ rights.  These include, but are not limited to, funding for open access initiatives, the Dartmouth Academic Commons, and the Library Publishing Program.

Jen Green, Digital Scholarship Librarian
Jen works on a wide range of initiatives, including the implementation of the Faculty Open Access policy, the planning, development, and management of eventual Dartmouth Academic Commons, and managing the Open Access Fund.  She coordinates and implements programs around initiatives that provide the faculty, students, and staff with current information, education, and tools for the dissemination of the results of research, scholarship, teaching, and learning.

“Where are you located?”

Our offices are located in Berry 180, which is on the main level of Baker-Berry Library near the reference and circulation desks.   Because we travel around campus as we host educational events and work directly with scholars, we are in and out of our offices.  If you have more questions about the Scholarly Communication Program or think you have a project we can help you with, please email us to schedule an appointment.

“Why is the Scholarly Communication Program important to me?”

The importance of making scholarly communication available openly impacts us all significantly, and it has been written and spoken about by many reputable individuals and organizations.  This particular statement from the Scholarly Publishing and Academic Resources Coalition (SPARC) sums up the importance of this work nicely:

“We engage and invest in research in order to accelerate the pace of scientific discovery, encourage innovation, enrich education, and stimulate the economy – to improve the public good.  Communication of the results of research is an essential component of the research process; research can only advance by sharing the results, and the value of an investment in research is only maximized through wide use of its results.”

For more information, contact us!  We are happy to speak with anyone who wants to learn more about the work we do and our goals for Dartmouth. You can also peruse our guide on scholarly communication, copyright, publishing, and open access issues.