Introduction to Digital Humanities in the Library


manatees sourced from: Cordierite. “Manatee.” Piq, 316837, Publisher, July 15, 2015,

Digital “hue” manatees. Sourced from: Cordierite. “Manatee.” July 15, 2015,

With technological advances, researcher preferences are changing and libraries are changing with them, including new departmental needs to accommodate these changes. One of these changes is the inclusion of Digital Humanities within the library, a growing field that intersects digital platforms with humanities fields. To educate library and other Dartmouth staff on the Digital Humanities (DH)  field, Laura Braunstein, the Digital Humanities Librarian at Dartmouth, led an 8 session course that sought to address the what, how, who and why of DH: “what is it?”, “how is it done?”, “who does it?”, and “why do it?”

Digital Humanities encompasses intersections of technology and the humanities that explore the utilization of technological platforms and tools in the humanities fields as well as a humanities perspective on using and teaching technology. More than just a technological addition, DH challenges and changes traditional humanities. The digital world offers new opportunities and challenges in dissemination and structure that alter how the materials are accessed, used, and processed by consumers. These changes create opportunities for publications of scholarship in more nonlinear and connected ways, such as crowdsourcing for information or visualizing and presenting information in non-traditional ways.

Open access, scholarship freely available online to anyone with internet access, is one of the advantages to DH projects, but it also creates questions surrounding the rights to create digitized DH materials. What rights are required in order to make materials available digitally? Given the digital nature of DH projects, making them freely available online can be easily accomplished once issues surrounding copyright and other factors are treated thoughtfully.  Librarians within the Scholarly Communication, Copyright, and Publishing Program at Dartmouth consult with DH project authors on what rights and obligations in sharing content within their projects.

The “Occom Circle Project” provides an example of a DH project in the library. Dartmouth teams created an open access digital edition of handwritten documents from, to, or pertaining to Samson Occom and those who were close to him. The project not only included digital photos and TEI markup of the documents, but also added links within the documents that provided additional information for the people, places, and situations referenced within the writing. This project not only increases accessibility to the materials, but also opens up the texts for word mining by including the TEI markup and anticipates how a scholar would use the text by providing links to more information on referenced topics, and differs from accessing and reading through the physical copies or online photos of the materials.

The format of the Introduction to Digital Humanities course itself was an experiment in learning and use of digital tools. Rather than teaching as a one-time workshop, the class met twice a week for lecture and discussions and completed assignments in discussion posts and readings. This format contributed to greater familiarity amongst the staff members and a more consistent connection to the material. It was interesting to see how staff from different departments connected the conversations on DH to their own work and experiences. Overall, the course looked not just at DH, but also at how technology is changing libraries and what that means for those within it; potential for a change in the role of librarian and potential for changing the ways to access and understand scholarly material.

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Dartmouth Digital Commons: Share your work!

In October 2017, the Library and the Scholarly Communication, Copyright, and Publishing Program launched Dartmouth Digital Commons, which is place for sharing a Dartmouth’s scholarly output with the world. Dartmouth Digital Commons (DDC) can accommodate many different types of materials and collections, but one collection that is quickly growing on DDC is the Open Dartmouth:  Faculty Open Access Articles collection.  This collection exists as a place to implement the Dartmouth Faculty Open Access policy, which offers Dartmouth Faculty in the Thayer School of Engineering, the Geisel School of Medicine, and the Arts and Sciences the opportunity to share their published articles openly with the world.  While the open access policy opens more doors for sharing, publishers still have the right to restrict which version of an article is shared by Dartmouth through DDC.  Reviewing our rights to share articles on DDC is a major part of the work that we do within the Scholarly Communication, Copyright, and Publishing Program, especially as we search for Dartmouth scholarship and add it to the Open Dartmouth collection.  Although we have ways to find and add Dartmouth faculty scholarship to DDC,  we enthusiastically accept individual submissions from faculty who would like to share their publications in DDC.

Dartmouth faculty can do this in three easy steps:

  1. Click on “Submit Work” on the Open Dartmouth: Faculty Open Access collection page, and enter the faculty NetID where it says “Login.”
  2. Complete the form’s required fields and attach a copy of your article at the bottom of the form.
  3. Click “Submit”and relax.  Faculty authors don’t need to worry about whether they have the rights to share the article.  The article comes directly to the Scholarly Communication Program, and we research the rights on each author’s behalf before it is posted online.  If we need a different version, we will reach out and ask the author for one.  If it’s ready to share, faculty are notified via email when it becomes openly available on DDC.

While the Dartmouth Faculty Open Access policy does not apply to all members of the campus community, there are other collections on DDC that make it possible to share a variety of student and staff works. These include Chemistry lectures, Library staff publications, and student-led journals.  Please browse and learn more about these other collections on Dartmouth Digital Commons. If you would like to learn more about finding, using, and creating collections on Dartmouth Digital Commons, please contact:

Jen GreenDigital Scholarship Librarian

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Open Repositories 2018: Sustaining Open through work with Librarian Liaisons

This year’s Open Repositories Conference was held at Montana State University in Bozeman, Montana and provided an opportunity for international repository managers, information technology professionals, and librarians to examine open access through he lens of sustainability.  Past conferences have focused identifying and building or implementing an open repository solution, which a growing number of institutions have already achieved within the past five years. So, the questions and challenges around repository work are shifting from: “how do we build it?” to “how do we make sure that it is visible and relevant to researchers and authors?”

At many institutions, getting the word out about open access repository services means working closely with librarians who liaise regularly with specific departments and disciplines about their research and teaching needs. Librarian liaisons at Dartmouth communicate frequently and directly with faculty and are in positions to share important information about new library tools, resources, and services such as Dartmouth Digital Commons.  But, a common challenge across most institutions is that librarian liaisons have a wide range of information to share about library services and resources, and they may be stretched too thin to respond with ease to questions and project ideas surrounding copyright, publishing, and open access. Conversations about work with liaisons shifted this year from: “how do we develop relationships with liaisons and teach them about what the repository can do?” to “what can we do for liaisons to make the work of sharing information easier and more sustainable for them to incorporate into the broad range of messages that they  must convey to faculty?”

Within Dartmouth’s Scholarly Communication, Copyright, and Publishing Program, keeping liaisons “in the know” about new developments in open access and publishing has come in the form of workshops and roundtable discussions specifically designed for liaisons as they search for talking points with faculty on the topics of copyright, publishing, and the Dartmouth Faculty Open Access policy. I also lead a working group of librarians interested in gaining deeper knowledge about open access called the Open Dartmouth Working Group.  This group meets twice each month and collaborates throughout the year on open access education and outreach efforts that span the campus.

This year’s Open Repositories conference offered me some new ideas about how I can help liaisons help me communicate about open access, publishing, and Dartmouth Digital Commons. These ideas ranged from providing “talking point” checklists for liaisons to use during meetings with faculty to providing online forms to help faculty articulate their questions about copyright and sharing one’s work to their librarian liaison.  These approaches can help liaisons provide the kind of information back to scholarly communication librarians that is needed to support scholars along their publishing cycles. In the coming year, the Open Dartmouth Working Group and I will explore these new methods for improving how we reach and communicate with Dartmouth scholars about their publishing and open sharing needs and questions.  Through this we hope to do our part in making open access initiatives on our campus accessible and sustainable.

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Examining the openness of “open” at the 2018 Library Publishing Forum

Library representatives nationally and internationally gathered recently on the University of Minnesota’s campus for the 2018 Library Publishing Forum.  This is an annual conference sponsored by the Library Publishing Coalition (LPC) where colleagues who support publishing initiatives can meet  to discuss major challenges and opportunities related to their work their within scholarly communication programs and university presses.  This year’s keynote speaker, Catherine Kudlick from San Francisco State University,  set the tone for much of the conference and workshop content that followed.

Kudlick is a Professor of History and Director of the Paul K. Longmore Institute on Disability, San Francisco State University.  She has written numerous articles and books on the history of disability and is extremely active in electronic accessibility initiatives.  During her talk Disabilité! Accessibilité! Diversité!: Expanding the Cultural Framework for Library Publishing, Catherine spoke about how accessibility is often applied to products and services as an afterthought, but should really be incorporated into the conception and early design phases of any idea, product, or service.  She also pointed out that all accessibility improvements applied to services and products have a positive impact on all of us.  For example, sidewalk grades, slopes, and surfaces that improve accessibility to wheelchair users also improve accessibility for any sidewalk user. Kudlick added that this idea is no different for electronic products and services.  When we make a website accessible and usable to those who are vision-impaired, we improve searchability, readability, usability, and access for all users.

Accessibility was a common thread throughout the conference.  In the New Directions panel later in the day, Amy Buckland from the University of Guelph addressed accessibility from the perspective of those with disabilities, but also from the perspective the cultural, socially, economically, and educationally diverse groups of people that libraries and library collections serve. Buckland challenged librarians to re-think whether their open access collections are truly open from these various lenses.  She also underlined Kudrick’s point that libraries need to do more to improve accessibility, and this means incorporating accessibility as a key goal from beginning to end of any project or initiative.

I had the opportunity to attend a post-conference workshop that addressed the topic of producing and supporting academic publications that people can find and easily use.  This was the First Library Publishing Curriculum Module on Impact and was sponsored by the Educopia Institute, LPC, and the Institute of Museum and Library Services (IMLS). The Impact Workshop provided participants with tools and resources for teaching colleagues at our own institutions about how to effectively improve and measure the impact of our academic publications and other resources. However, the workshop also aligned with the theme of accessibility and ensuring that publications and resources are not only available, but truly open and accessible.  It was another important reminder that we need to work harder to broaden and diversify the reach and impact of our collections.

Issues of accessibility, inclusivity, and impact are critical as librarians and others in publishing environments work to build and sustain resources that are truly open to all. The Library Publishing Forum framed these ideas in a way that helped participants reconsider how we build and sustain Dartmouth collections and services.  If you are interested in the topics of publishing and accessibility, take a moment to browse the full Library Publishing Forum program.  Many of the sessions are available as live streams:



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Publisher copyright transfer agreements

We frequently meet with Dartmouth students, faculty, and staff to talk with them about publishing and copyright.  Recently, a lab group at Dartmouth Hitchcock Medical Center (DHMC) invited us to their recurring meeting to talk about author rights, open access publishing, and publisher policies. Meeting with colleagues in this way is particularly productive because it allows us to customize the information in advance and address their specific needs.  It also offers them an opportunity to ask us questions specific to their communities of practice.

We also consult with Dartmouth authors individually (students, faculty, and staff) just after their article has been accepted for publication, and they reach out to us with questions about the publisher’s copyright transfer agreement. The copyright transfer agreement specifies which copy rights the publisher expects to take and which of the rights the author will retain (if any). Often the publisher is asking to retain “exclusive rights” to the work, which basically means that the author relinquishes their right to publish that work elsewhere or share/post the publisher’s final version (the “Version of Record”) on the author’s own website or elsewhere.  Last week, I happened to receive questions from two separate authors, publishing in two separate journals, but with the same publisher. The legal terminology within copyright transfer agreements can be unclear and daunting, even for prolific authors who have completed multiple article submission processes. Although these two articles were published in separate journals, the terms of the copyright transfer agreement were similar. However, the difference between these situations were the copyright needs of the authors and their individual experience reviewing copyright agreements.

The first question came from a prolific faculty author who had an interest in retaining the rights to share the “Version of Record” (the publisher’s final version).  In reviewing the language within the copyright transfer agreement, we could see that the publisher was asking for exclusive rights to the work, which meant that sharing or posting the “Version of Record” would not be possible for the author if he signed the agreement in its original form.  The author would only be able to share the final, peer-reviewed manuscript, which does not have the same polished look-and-feel of the final published version. In order to help this author, I provided him with the Dartmouth Author’s Amendment Publication Agreement Amendment, which we amended to reflect his request to retain the right to share the publisher’s final peer reviewed version (the “Version of Record”) on his own website and within the Dartmouth Digital Commons: Open Dartmouth Faculty Open Access collection.  This amendment was sent to the author’s editor, who is in the process of reviewing it and deciding whether to change the copyright transfer agreement to reflect the author’s request.  Often authors feel uncertain about modifying the language within the publisher’s copyright transfer agreement. But, making special requests or attempting to change the terms of the agreement can be much more difficult years down the road. Publishers don’t directly acknowledge their familiarity with requests to amend the copyright transfer agreement, but authors should know that this kind of request is not completely unusual for publishers. Requesting an amendment adds an extra step to the process of seeing one’s work published, but it is well worth the try in this stage of the publication process.

The second question came from a graduate student who was publishing his article for the first time as the sole author, which meant that this was his first experience navigating the article submission process with any publisher (previous articles had been published in collaboration with faculty who were the corresponding authors and handled this side of things). His main concern was that  he interpret the copyright transfer agreement correctly and check all of the right boxes as he completed the submission process.  But, he was also interested in better understanding what exactly he was agreeing to when signing the copyright transfer agreement.  We really enjoy helping all authors with copyright questions, but it is particularly satisfying to help new authors become confident in the language of copyright as it pertains to their own work.  This student and I met and we reviewed the terms of the agreement piece-by piece together.  All of the terms were the same as they had been for the author I’d helped previously that week.   But, as a this author’s disciplinary sharing needs were different.  He was not concerned about the publisher’s request to retain exclusive rights to the “Version of Record.” As a mathematician, he felt confident that the difference between the “Version of the Record” and the author’s submitted manuscript is so slim that he’d already felt comfortable sharing that version on a discipline-specific sharing spaces such as, which he had done already.

Whether we meet with authors individually or as a group, it is important to create time and space for authors to ask questions specific to their personal and professional copyright needs.  We will continue to host copyright and publishing events and workshops, but we welcome individual requests and department meeting invitations like the ones described above.  Please don’t hesitate to contact us about with your copyright questions!


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National Library Week: Libraries Lead…

It’s National Library Week and an excellent time to celebrate libraries and library professionals, as well as library resources, services, and initiatives that grow and flourish across the United States.  This year’s theme, Libraries Lead, wonderfully articulates the way libaries ensure that everyone has the right to be informed, pursue education, express ideas, and produce and share their creative and scholarly work.

The 2018 National Library Week compass creatively illustrates the ways in which libraries lead and direct progress within the information landscape.  In fact, many of these terms intersect directly with the work that we do in the Scholarly Communication, Copyright, and Publishing Program at Dartmouth. A goal of the Program is to lead and direct issues around open access to research, data, and educational materials.

Lifelong Learning: This is centrally imperative in our end goals as we support open access to research, scholarship, and creative work. Everyone should be able to access the information they need to learn and develop new ideas–regardless of their social, economical, or geographic situations. Unfortunately,  many scholarly articles are still published in subscription journals that restrict user access because of their high subscription fees, and the extremely high costs of textbooks present barriers to student learning.  Unless you are a student, faculty, or staff member at an institution like Dartmouth that pays for access on your behalf, this information is unaffordable, and therefore inaccessible. Continued work in the open access publishing arena is changing that. For example, researchers can already find many authoritative open access journals online through sources like the Directory of Open Access Journals.

Access and Preservation: The Open Dartmouth: Faculty Open Access Article collection on  Dartmouth Digital Commons (DDC)  is now available at Dartmouth for sharing scholarly content openly with the world.  This is made possible by Dartmouth faculty in Arts & Sciences, Geisel School of Medicine, and Thayer School of Engineering, who voted to adopt the Dartmouth Faculty Open Access Policy.  Those  faculty can share their articles within the Open Dartmouth collection.  DDC is an open repository system supported by the Dartmouth Library, and it is also available for sharing Dartmouth student publications and other emerging staff and department collections. DDC is internationally open, available, and searchable by anyone.

Curiosity :  Information is a key ingredient for supporting the creative process. People engaged in any creative thinking and work have questions, and open access efforts help us reveal and make freely available the information that will help answer those important questions as well as generate new ones.  Curiosity is incredibly important to a culturally, socially, and technologically rich society, and we strive to make information as free as possible in support of that.

Community:  While support for “open” tends to highlight the access and discovery side of this issue,  progress towards”open” would end without researchers’ and creators’ willingness and ability to share their work.  Sharing and communication are cornerstones for building community locally and internationally, but sharing a personal story or a published article can involve risk and vulnerability. Social networking platforms have created environments that encourage and reward sharing, and have made it easier to present our personal and professional selves open to the world.  But, these platforms still do not remove the risk that comes from sharing one’s published or copyrighted work.  Tools such as the Dartmouth Digital Commons are designed to help support sharing in a safe way, and we in the Scholarly Communication, Copyright, and Publishing program are here to offer Dartmouth users education and support for safe and legal sharing of their creative and scholarly work.

There are many other ways that the National Library Week theme Libraries Lead intersects with work towards open access at Dartmouth, and we always look forward to opportunities where we can engage with our community about that. If you have questions, please don’t hesitate to reach out to us.

Jen Green and Barbara DeFelice

Scholarly Communication, Copyright and Publishing Program

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Dartmouth Funded Open Access Article “Went Viral”

The Dartmouth Open Access Fund supports the publication of articles that can be read by anyone, regardless of ability to pay for subscription access. 

A recent paper supported by this fund has received a lot of media attention, according to an article on the Dartmouth News of March 9th 2018.  Authored by Julia Dressel, Dartmouth class of 2017, and Professor of Computer Science Hany Farid, the paper is titled “The accuracy, fairness, and limits of predicting recidivism“, and it was published in Science Advances, a fully open access journal from the AAAS. 

The publication uses Altmetric as a metrics service to track several kinds of uses of the articles.  A view of that today displays the amount of attention this article has received in the news globally. 


The article is posted in Dartmouth’s Open Dartmouth repository for faculty open access articles.  Professor Farid has also contributed to the Open Dartmouth poster series, offering this quote:

“It is, of course, always best for scientists to publish their work in Open Access journals so that the public has free and unfettered access to the latest scientific results. In the case of Julia Dressel’s thesis work, this was particularly true because her work on the accuracy and fairness of predicting recidivism has real and immediate implications to the public and to public policy.”

Please let us know if you have questions about using the Dartmouth Open Access Fund, participating in the Open Dartmouth poster series, and having your work included in the Dartmouth Digital Commons open repository. 

Barbara DeFelice and Jen Green

Scholarly Communication, Copyright and Publishing Program


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Choosing a Publisher in a Time of “Predatory” Practices

Much has been discussed and written in the past few years about so called “predatory” publishing practices, which are better characterized as “questionable” publishing practices.  Many people working in academia have received email notes asking them to submit a paper to a journal with a familiar-sounding name or to give keynote talk at a conference or to join an editorial board.  While there is nothing wrong with publishers soliciting in this way, since the academic workforce supplies publishers with their needed content, the number of these that are not relevant to the person’s field has increased considerably.  Another practice that has emerged is placing people on editorial boards without their permission.  

Dartmouth faculty have been concerned about the prevalence of these practices, and so we are developing programs and materials to help faculty, students, and staff navigate the contemporary publishing landscape, while supporting the emergence of new journals and publishers. The challenge is to provide succinct information while maintaining a nuanced view of the current publishing landscape, and enabling dissemination of global scholarship and research. 

To accomplish that for the Dartmouth community, we developed Choosing An Article Publisher: A Checklist.   We also draw attention to Think Check Submit, a new tool that was collaboratively developed by stakeholders in the academic publishing community. 

Although these tools provide a good place to start in your thinking about choosing a publisher, journal or conference to disseminate your work, in the end every situation is unique to the subject area or individual.   So we are happy to offer seminars customized to  your research group or department, and of course answer your own questions. 

For questions and to arrange a seminar, please contact Barbara DeFelice and Jen Green in Dartmouth’s Scholarly Communication, Copyright and Publishing Program




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Let’s talk about textbooks

Happy Open Education Week! March 5-9 is designated as a week to raise awareness about open education and its worldwide impact on teaching and learning. This is a great time to think about the costs of textbooks and how open textbooks can make education more affordable.

For decades, the price of textbooks has increased at more than three times the rate of inflation. A report by the U.S. PIRG Education Fund and the Student PIRGs found that 65% of students have decided against buying a textbook because it was too expensive. As students seek affordable ways to purchase used textbooks or share with classmates, textbook publishers have suppressed secondary markets and sharing by publishing frequent new editions, bundling books with additional supplementary materials, and requiring the purchase of online access codes which only work for one student.

This week we are asking Dartmouth students to tell us about how textbook prices affect them. There are two whiteboards in Baker-Berry Library (near the circulation desk) and they pose two questions:

  1. How much money did you spend on textbooks for winter term?
  2. If you hadn’t spent that money on textbooks, what would you have used it for?

Students have responded! They expressed frustration over textbook costs, recommended work-arounds to help other students reduce costs, and were thankful for professors who didn’t require they purchase a textbook. They also told us about what they could do with the money they spent on textbooks if they didn’t have that expense. We saw a wide range of responses including paying rent, buying food, saving, getting a new blanket, paying student loans, buying a plane ticket home, getting a new laptop charger, paying their medical expenses, and spending on fun.

One possible remedy to the problem of rising textbook prices can be found in open educational resources or OERs. SPARC defines OERs as teaching, learning, and research resources released under an open license that permits their free use and repurposing by others. OERs can be textbooks, full courses, lesson plans, videos, texts, software, or any other tool, material, or technique that supports access to knowledge.

OERs are out there and they are building momentum. You can find high quality open textbooks on sites like OpenStax and OER Commons. Twenty state governments are challenging colleges to save students money by using open textbooks through the #GoOpen initiative. Some states have OER mandates that require institutions to label courses in course catalogs that use free textbooks or OERs. And in September, the Affordable College Textbook Act was introduced in Congress.

I think open textbooks and other open educational resources present an exciting opportunity for Dartmouth. As OER are becoming more common, there are more and more high quality open textbooks available that can be adopted and adapted for Dartmouth courses. I’m interested in courses that have already used OER here and courses that might in the future. And I’m excited by the potential for more Dartmouth faculty and students to become authors of open educational resources and make resources available in areas where nothing open yet exists.

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Recent Dartmouth grad? Looking for a first time job? Read more!

This year, we are pleased to host the Edward Connery Lathem ’51 Digital Library Fellowship, which provides an opportunity for a graduating student or recent graduate of Dartmouth to spend a year learning and contributing to new directions in the open dissemination of materials resulting from Dartmouth’s digital scholarship, research, and educational activities.  


This fellowship is open to graduating seniors and graduate students of Dartmouth College with an interest in digital technology and libraries. Please note: Candidates must have completed their undergraduate or graduate degree before July 1, 2018. This is a one-year, full-time paid fellowship with Dartmouth benefits that runs from July 1, 2018 to June 30, 2019. If you have additional questions regarding this fellowship, please send email to:

About the Fellowship:

The fellowship is designed to be tailored to the individual interests of the candidate in support of the mission of the Scholarly Communication, Copyright and Publishing Program and the Digital Library Program.  The Fellow is encouraged to propose a project that furthers the development and awareness of open repository and digital publishing systems and services.  There are opportunities to develop knowledge of digital publishing, including copyright and metadata; to develop skills in teaching and marketing about key initiatives; and to collaborate on projects with other Fellows and staff across the Dartmouth Library.  

Following are examples of the work that may be involved, depending on the interest of the successful candidate:

  • Further develop the Dartmouth Digital Commons as a core site and service for the open dissemination of the results of Dartmouth research, scholarship, and education. 
  • Support students involved in student-led publishing through the use of the Dartmouth Digital Commons publishing system and involvement in educational activities.
  • Assist with developing communities and collections on the Dartmouth Digital Commons publishing system.
  • Assist with workshop development, facilitation and teaching; and outreach events across campus in collaboration with the Library’s Education and Outreach Program.
  • Participate in projects and meetings with the Open Dartmouth Working Group, the Digital Library Program, and other units in the Dartmouth Library.

Application Process:

Please submit the following materials via email no later than Monday,  March 21 2018 to: 

  • Resume
  • Cover letter describing how this position will help you meet your future goals including;
    • why you are interested in this position
    • contributions you can make to this position and the Dartmouth College Library;
    • unique qualifications you bring to the positi
  • Names and contact information for three (3) references

Please make sure your name is on all materials and submit them together to ensure they are properly reviewed.

This position will remain open until filled. Applications will be reviewed as they come in.

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