SLIS L623: Information in the Humanities
Indiana University School of Library and Information Science
Fall 2003 – Fridays 10:00 a.m.-12:45 p.m., Room 001
Rhonda E.L. Spencer, Instructor
office hours: by appointment
FINE ARTS • RELIGION • PHILOSOPHY • LITERATURE • LANGUAGES • MUSIC & PERFORMING ARTS
This course is for you if you are interested in the humanities. Do you feel passionately about fine arts, music, philosophy, religion, languages, literature, and the performing arts? Consider becoming a humanities reference specialist. Learn how to support researchers. Find innovative ways to encourage faculty, students, and lifelong learners to explore reference sources. Discover new trends. Hear from expert guest speakers. Explore an intriguing area of study with this advanced reference course.
The class is oriented toward academic libraries, but the content is applicable to other settings. A key goal will be discovering ways to connect information seekers and information sources.
OBJECTIVES READINGS SCHEDULE GRADING ASSIGNMENTS
SLIS L623 is an advanced reference course. It is designed to introduce students to the information needs of the humanist researcher and to the characteristics and organization of the reference sources in the humanities.
By the end of this class, you should be able to:
L623 Information in the Humanities (3 cr.) - P: L524, or consent of the instructor. Introduction to information sources and services in the disciplines of the performing arts, music, fine arts, literature, language, philosophy, and religion. In addition, the course addresses information needs and behavior patterns of users seeking these types of information. (SLIS Bulletin: 2001-2003).
Blazek, Ron and Elizabeth Aversa. The Humanities: A Selective Guide to Information Sources (Englewood, CO: Libraries Unlimited, 2000, 5th ed.).
Paperback (about $60.) or Hardcover (about $75.)
- a copy is on reserve at the SLIS Library
Kalfatonic, Martin R. Creating a Winning Online Exhibition (Chicago: American Library Association, 2002) - (www.ala.org - about $40.) SLIS Z717.K35.2002
*Chapter 2 (11 pages) is on E-Reserve; and the book is on reserve at the SLIS Library
OTHER REQUIRED READINGS:
E-Reserves (password will be distributed to the class)
*The E-Reserve readings are also listed in order of class session, under "Schedule."
Paper Reserves: All E-Reserves will also be available as paper copies in a three-ring binder on reserve at the SLIS Library.
Websites - It is expected that you review the URLs noted under specific class sessions.
Special Needs - If you have special needs, please let me know.
FALL 2003: Fridays,
10:00 a.m. - 12:45 p.m.
(two parts: 10:00-11:15 and 11:30-12:45)
READ: (Blazek & Aversa, Chapter 1)
Review link: IU Digital Library Program http://www.dlib.indiana.edu/
part one: Introduction to Information in the Humanities part two: Digital Libraries and the Humanities
Guests: Kris Brancolini, Director of the IU Digital Library Program; and member of IU President Brand's Arts and Humanities Task Force, 2001-2003;& Perry Willett, Assistant Director for Projects and Services, IU Digital Library Program; Head, Library Electronic Text Resource Service (LETRS); and member of humanities and computers committees at IU
READ: (Blazek & Aversa, Chapter 2 - and, review Chapter 1)
Agre, Philip E. "How to be a Leader in Your Field: A Guide for Students in Professional Schools" (6 pages). http://dlis.gseis.ucla.edu/people/pagre/leader.html
Chu, Clara M. "Literary Critics at Work and Their Information Needs: A Research-Phases Model". Library and Information Science Research. 1999 (Vol.21, No.2, p.247-273). (26 pages).
Dewey, John. Art as Experience. (New York: Perigee Books, 1934, reprint 1980). Chapter 6: "Substance and Form" (27 pages). - (helpful, but not required)
*book is also on reserve in the SLIS Library (N66.D5.1980)
part one: General Sources in the Humanities part two: Information Seeking in the Humanities
Guest: Debora Shaw, SLIS Associate Dean and Associate Professor; Past President of the American Society of Information Science and Technology (ASIST)
* Assignments will be given for Appendix B.5
READ: (Blazek & Aversa, Chapters 7-8)
DUE: Subject Area Worksheet - Fine Arts (Appendix B.1)
• includes brief visits to the IU Art Museum and Art Library
part one: Fine Arts
Guest: BJ Irvine, Head, IU Fine Arts Library
Dr. Irvine is a SLIS Ph.D. graduate. She was the Past President of ARLIS/NA (Art Libraries Society of North America). She has been on the Advisory Board of ARTbibliographies Modern since 1972, and has been the recipient of many awards and honors. She was a Visiting Scholar at the Nanjing Arts Insitute in China, and has been a speaker in Thailand. Publications include:
"Chinese Art Libraries: Developments and Trends, Part II." Art Libraries Journal [United Kingdom]. 26 (no.1 2001):36-41.
"Chinese Art Libraries: Developments and Trends, Part I." Art Libraries Journal [United Kingdom]. 25 (no.4 2000):30-35. Article requested by the Editor.
Facilities Standards for Art Libraries and Visual Resources Collections. Edited by Betty Jo Irvine. Art Libraries Society of North America. Englewood, CO: Libraries Unlimited, 1991.
part two: Fine Arts
Discuss Worksheet - Appendix B.1
READ: (Blazek & Aversa, Chapters 5-6)
Jaeger, John. World Religions on the Web: A Guide to Some of the Most Helpful Sites. College & Research Libraries News. June 2002. Vol.63, No.6 (4 pages).
*SLIS library subscribes to the journal
Site of the IU Subject Librarian for Religious Studies.
Collison, Robert L. Library Assistance to Readers. (New York: John De Graf, Inc., 1950, 2nd ed. 1956). (7 pages).
*book is also on reserve in the SLIS Library (SLIS Z710.C72)
Dutka, Andrew, Hayes, Sherman, and Parnell, Jerry. The Surprise Part of a Librarian's Life: Exhibition Design and Preparation Course. College & Research Libraries News. January 2002 (Vol.63, No.1). (4 pages).
*SLIS library subscribes to the journal
Kalfatovic, Martin R. Creating a Winning Online Exhibition: A Guide for Libraries, Archives, and Museums. (Chicago: American Library Association, 2002). read: Chapter 2 (11 pages).
*book is also on reserve in the SLIS Library (SLIS Z717.K35.2002)
Tedeschi, Anne C. Book Displays: A Library Exhibits Handbook. (Fort Atkinson, WI: Highsmith Press, 1997). read: pages 1-3 and 9-11 (6 pages).
*book is also on reserve in the SLIS Library (SLIS Z716.3.T43.1997)
part one: Religion
Guest: Celestina Wroth, Assistant Librarian for History, Religious Studies, and History and Philosophy of Science
part two: Library of Congress film (11:30-11:50 a.m.)
Exhibits - discuss readings
READ: (Blazek & Aversa, Chapters 3-4)
DUE: Subject Area Worksheet - Philosophy (Appendix B.2)
Review link: http://www.indiana.edu/~liblilly/miniatures/index.shtml
On-Line Exhibit by the IUB Lilly Library, 4000 Years of Miniature Books
*If you have not visited the Lilly Library, you are encouraged to do so.
part one: Original Sources in the Humanities:
Rare Books & Manuscripts (and Exhibitions)
Guest: Joel Silver, SLIS Director of the Special Collections Specialization; SLIS Adjunct Associate Professor; and Librarian and Curator of Books, Lilly Library, IUB
part two: Philosophy
Discuss worksheet - Appendix B.2
READ: E-Reserves: (philosophy of librarianship)
Shera, Jesse Hauk. (excerpts from The Silent Stir of Thought and The Foundations of Education for Librarianship) - 4 pages
(the excerpts are also on paper reserves at the SLIS Library)
Review link: http://www.ala.org American Library Association -- and look for philosophical themes, action areas, key initiatives
Review link: http://www.historycooperative.org
The History Cooperative
- see section on "Teaching the JAH - Journal of American History"
DUE: Selection of 10 Exhibition Objects, Theme, and Audience (Appendix E.1)
part one: Model of Promoting Information: http://www.historycooperative.org
Guest: Julie Bobay, Librarian and Head, SLIS Library; and
SLIS Adjunct Associate Professor
part two: Philosophy of Librarianship
Website of the American Library Association, Office of Intellectual Freedom
Banned Books Week section of the ALA website.
part one: Treasures of the British Museum: The Library: video
part two: Censorship in the Humanities
Guest: Howard Rosenbaum, SLIS Associate Professor
READ: begin reviewing Blazek & Aversa, Chapters 11-12
Review link: http://www.indiana.edu/~librcsd/internet/_Searching_the_Web/
"Internet Quick Reference Shelf: Searching for Images" (compiled by Jian Liu)
DUE: Literature Review (Appendix C)
part one: Online Exhibits: Jenn Riley, IU Digital Library Program, Digital Media Specialist 10:00-10:30 part two: Media, Audio, and Image Resources, and Linguistics
Guests: Monique Threatt, Undergraduate Library Reference Services and Media Librarian, and Jian Liu, Associate Librarian, Reference and Linguistics Bibliographer
READ: (Blazek & Aversa, Chapters 11-12)
Website resources developed by Deloice Holliday to help with the IU celebration of Juneteenth: the oldest known holiday celebrating the end of slavery in the US. The site was used by departments as a resource.
part one: African-American Sources in the Humanities
Guest: DeLoice Holliday, Multicultural Outreach Librarian, IU Undergraduate Library
DUE: Subject Area Worksheet - Literature/Languages (Appendix B.3),
and App. B.5 (1/2 class introduces sources -- other half on 11/21)
part one: Literature part two: Literature
READ: (Blazek & Aversa, Chapter 9-10)
DUE: Context for Exhibition Objects (Appendix E.2)
part one: Languages
Guest: Marion Frank-Wilson, IU Librarian for African Studies
part two: Application of Bibliometrics to Collection Development
in the Humanities
Guest: Tom Nisonger, SLIS Associate Professor
Buechler, Mark. "The Hunger Within." Research & Creative Activity, Indiana University. v. XVII, n. 3 (March 1995), pages 4-6 (3 pages).
Germer, Mark. "Whither Bibliographic Instruction for Musicians?". Notes (journal of the Music Library Association). v. 52 (March 1996), pages 754-760 (7 pages).
*journal at the IU Music Library (ML27.U5.M8)
DUE: Subject Area Worksheet - Music/Performing Arts (Appendix B.4);
and App. B.5 (1/2 class introduces sources - other half on 11/7)
part one: Music/Performing Arts part two: Music/Performing Arts
Thanksgiving Break – NO CLASS
Goodman, Nelson. Ways of Worldmaking. (Indianapolis: Hackett Publishing, 1978; 6th printing 1992). Chapter 1, pages 1-10 and 20-22 (13 pages).
*the book is available in the IU Main Library #BD331.G65
Link on Nelson Goodman (for reference): http://aesthetics-online.org/memorials/carter.html
Extra Recommended Readings from Professor Choksy:
Goodman, Nelson. Ways of Worldmaking. (Indianapolis: Hackett Publishing, 1978; 6th printing 1992).
- Chapter 1: "Words, Works, Worlds" (IUL #BD331.G65)
Goodman, Nelson. Problems and Projects. (Indianapolis: Bobbs-Merrill, 1972).
- Chapter: "Seven Strictures of Similarity" (IUL #B29.G653)
Mitchell, W.J. Thomas. Iconology: Image, Text, Ideology. (Chicago: Univ. Chicago Press, 1986).
- Chapter: "Pictures and Paragraphs: Nelson Goodman and the Grammar of Difference"
(IUL - Fine Arts #N7565.M5)
DUE: Databases (Appendix D)
part one: Describing the Humanities
Guest: Carol Choksy, SLIS Visiting Lecturer; Ph.D. History of Culture, University of Chicago
part two: class discussion: Appendix D (databases)
DUE: Content for Online Exhibitions (Appendix E.3)
The SLIS Grade Definition for an "A" is: Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations.
The SLIS Grade Definition for a "B" is: Student performance meets
designated course expectations and demonstrates understanding of the course
materials at an acceptable level.
SLIS Grade Definitions: http://www.slis.indiana.edu/Courses/forms/grades.html
Course expectations include class attendance and participation; completion of course readings; submission of all assignments on time; and individual work.
Incompletes are not given unless there are serious emergencies. Permission is needed for late assignments to be accepted. Contact me with questions.
Indiana University policies on academic honesty will be followed. Students engaged in plagiarism, cheating, or other types of dishonesty will receive an F for the course.
Code of Student Rights and Responsibilities: http://campuslife.indiana.edu/Code/index.html
Plagiarism (see Part III) - A student must not adopt or reproduce ideas, words, or statements of another person without appropriate acknowledgment. A student must give credit to the originality of others.
SLIS students need to use correct citation methods in their research. For help:
Indiana University Libraries: Library Research Guide http://www.indiana.edu/~libinstr/cite/
Writing Tutorial Services http://www.indiana.edu/~wts/wts/home.html
Note: Since I normally handle grade appeals for SLIS, any concerns with this course can instead be discussed with SLIS Professor, Debora Shaw (email@example.com).
|GRADING:||90-100% (A- to A range)||Appendix A =||5%|
|80-89 (B- to B+ range)||Appendix B =||25%|
|75-79 (C to C+ range)||Appendix C =||25%|
|74 and below (C- and below||Appendix D =||10%|
|= will not count towards SLIS degrees)||Appendix E =||35%|
Grading Note: Only Appendix C (Literature Review) and Appendix E (Content for Online Exhibition) will receive grades. Appendixes B and D will receive checkmarks for adequate completion. These assignments must be completed (and turned in on time), but will be viewed more as Pass/Fail exercises. I plan to give feedback if there are any concerns. Appendixes E.1 and E.2 will also receive checkmarks. They are to help build towards a strong completion of Appendix E as a whole. Grading has elements of subjectivity. I will try to provide clear expectations. Students can make appointments with me if they have questions about assignments.
ASSIGNMENTS: assignments planned as of 4/7/03 - subject to change
Appendix A: Class Participation
Appendix B: Subject Area Assignments
B.1 Fine Arts (9/19)
B.2 Philosophy (10/3)
B.3 Literature/Languages (11/7)
B.4 Music/Performing Arts (11/21)
B.5 Introducing Sources (11/7 or 11/21)
Appendix C: Literature Review (10/24)
Appendix D: Promoting Electronic Resources (12/5)
Appendix E: Content for an On-Line Exhibition
E.1 Selection of Exhibition Objects, Theme, and Targeted Audience (10/10)
E.2 Context for Authors (11/14)
E.3 Final Product: Content for Online Exhibition (12/12)
APPENDIX A (5%): CLASS PARTICIPATION
*Class attendance is expected. It is not possible to get an
"A" with more than 2 unexcused absences.
*Readings: It is expected that you complete all of the readings, and according to the weekly schedule.
*On-Time: It is expected that you arrive to class on time, and that you turn assignments on time.
*In-Class Exercises: It is expected that you participate.
*Respect is key - including respect for time, each other, etc.
*Being Prepared for class is expected. The standard formula is 9 hours outside of class a week to prepare for a 3 hour class.
APPENDIX B (25%) SUBJECT AREA assignments (5 x 5% each)
Appendix B.1 Fine Arts
Blazek & Aversa - Chapters 7 & 8
*Note: Page 151 has a reference to Betty Jo Irvine, Head, IU Fine Arts Library.
This worksheet will require a visit to the IU Fine Arts Library: http://www.indiana.edu/~libfinea
This library is in a building designed by I.M. Pei in 1981. Note the staircases (interesting angles). The building also houses the IU Art Museum, a coffee shop, a Museum Gift Shop, other gallery spaces -- and, in the attached Fine Arts Building there is a Friends of Art Bookstore.
1. Imagine you are a new librarian in charge of the art/art history collection. You need advice, and you want to network with other professionals. You want to write articles, work on grants, build your collections, attend conferences, etc. You need help. B&A, pages 154-156 describe "major art organizations".
2. The IU Art Museum has a painting by the American artist Jane Peterson (1876-1965). I need to help a graduate student learn more about this artist. One source is the Smithsonian Institution's Archives of American Art website: http://www.siris.si.edu/ (B&A entries on pages 155 and 161)
Next, go specifically to the Archives of American Art section - by clicking on "About" under the "Archival, Manuscripts, and Photographic Collections" section. What is another element of interest on this site that would help art history graduate students?
3. Catalogs are important to art research. B&A, pages 150-151, provide good descriptions of the basic types. 4 types you should particularly note are:
catalog raisonné: all the works of one artist
exhibition catalog: works from one exhibition
museum catalog: often highlights of a museum's collection with a theme
auction catalog: works of art gathered for a sale on a certain date
For this question, locate museum catalogs (ie. public, private, or college art museums) and auction catalogs in the IU Fine Arts Library. This will involve browsing. Pick one American artist (ie. Henry Ossawa Tanner). Find examples of his/her work in one museum catalog and one auction catalog. The museum catalog might also be an exhibition catalog from a specific museum. American art museum catalogs can be found in several places in the Fine Arts Library. Try browsing in the area near ND210.C45 (High Art Museum). Art auction catalogs (such as Sotheby's) can be found near N8640.S716. Both types of catalogs will often give biographical details, as well as samples of the works.
List here: your selected artist, the 2 favorite sources, 2 works found - and some of the interesting notes on the artist, the works and/or the sources.
4. "Painting, Drawing, and Print" is one category of art in B&A. Four other big divisions are: Architecture, Sculpture, Photography, and Applied Design (pages 205-247). These four divisions have fascinating entries (ie. jewels, goldsmithing, stained glass, rugs, world architecture, costume, cameras, etc.)
Appendix B.2 Philosophy
Blazek & Aversa - Chapters 3 & 4
This worksheet is longer because we will not have as much class time on the subject.
Blazek and Aversa (B&A) begin Chapter 3 (2000) on page 27 with a discussion of a “Working Definition of Philosophy”. What does the term philosophy mean? Why is an area of study? What do philosophers do? How can you help with their research and scholarship? These questions, and this work sheet, are designed to help you review B&A Chapters 3 and 4. If you can understand the structure of a discipline, you can better plan how to go about your professional work. Philosophers ask questions. They ask difficult questions. They ask why?
Read through this worksheet (and Chapters 3 and 4) before proceeding. Please type your responses.
1. Carefully read Chapter 3: Accessing Information in Philosophy. Pick one sentence, one source, one idea that caught your attention. Record here the selection and why you selected it.
2. Begin to develop your own working definition of philosophy. Consult several sources (dictionaries or encyclopedias are fine). Write a summary paragraph that includes descriptions/definitions you prefer. This is a tool for your personal use – designed to help you have a basic understanding of the discipline. Do, however, include full citations of the sources consulted (with call number for the IU Library, or the URL if a website is used). You do not have to cite Blazek and Aversa.
3. On page 30 (B&A) states, “the reader needing only a synopsis of a particular work in philosophy will find useful Masterpieces of World Philosophy, edited by Frank N. Magill (HarperCollins, 1990) or the more exhaustive five-volume World Philosophy: Essay Reviews of 225 Major Works (Salem Press, 1982).” IU has both works in the Main Library building. Look at both works. (Also, see question #5. while you are there). Pick one entry (from one of the works). Read it. Record what entry you read, and a sentence or two about the entry. The goal is to help you become familiar with basic sources your audience might use, so that you might better plan strategies to help them.
4. Shelf Analysis: It is important for you to know what you have readily available – wherever you work. Look at all the books on the same shelf (or on a nearby shelf) as either Magill work (see #5.). Read the titles. Select one work that interests you. Look at the index, the table of contents, the entries... Record your selection, and write a brief paragraph of why you liked (or did not like) the selection. Were you interested because it was a small book – or a multi-volume set? Were the entries easily defined? Were the content pages helpful? You need to develop skills of expressions to be able to describe resources to faculty, graduate students, CNN reporters, etc. You need to be able to highlight interesting reference sources. You need to be familiar with your inventory, your tools – and why they are useful. Knowing why we are personally drawn to sources can help us design displays for outreach to others.
5. Philosophers often like to read philosophy (B&A, p.30). Select one non-Western philosopher. (The entries in B&A, Chapter 4 can give you leads for names.) Find one website that gives philosophy text for this philosopher. Give your selection, and the URL. Print one page of the entry and attach. Write a few sentences on the ease of use of this site. Would it be a tool that you could recommend? Why?
*online sources: In addition to your own searching, Chapter 4 gives links. The IU Subject and Area Librarians' website can also help: www.indiana.edu/~libsalc - select "philosophy". As you look at different websites, keep in mind arrangements that you find useful. In a future job, you may be compiling sources as outreach to a department in your university.
*Jon Dorbolo's chapter "The Philosopher's Web" in Academic Research on the Internet: Options for Scholars and Libraries, Helen Laurence and William Miller, editors (2000) is an example of a book source with good internet leads.
6. Subject Collections, compiled by Lee Ash and William Miller (IU Ref. Z731.A78.1993. 2v.) includes special collections in philosophy. Pick one collection not listed in B&A (page 39), and give basic information. Try to find more details on a website or related source about this collection.
Appendix B.3 Literature/Languages
Blazek & Aversa - Chapters 11 & 12
Note: page 394 has references to Debora Shaw (SLIS) and Perry Willett (IUL)
1. A goal of this class is to help you think about the needs of your audience. You want to consider ways to highlight resources to make them more accessible to the humanities scholar. B&A lists several "writers market" sources. These could be helpful in a flier for the English Department. Maybe the English faculty want to encourage their graduate students to publish. Can you help?
2. The American Library Association website lists (http://www.ala.org/work) diversity as a top priority. Librarians are challenged to help with the educational mission of their institutions. This includes encouraging the respect of all persons. One way to support diversity is to systematically feature the literature of a different country, geographic region or cultural tradition. This might be done with a traditional display case. Bookmarks, fliers, web pages, etc. can also provide means of educational outreach. The number of cultural traditions or geographic regions, and the quantity of literature sources can overwhelm. This question is to help you begin to highlight one source as a model for future projects.
3. Literature for the next generation (children and young adults) can be a
concern for the humanities researcher both as a scholarly pursuit, and as a
personal one. Faculty, graduate students, and university staff can also be parents.
Caring about the concerns of your audience may make your collection and your
reference services seem more accessible.
B&A, entry #1363 highlights Book Award winners. It references the ALA websites on the Newberry and Caldecott Medals.
Appendix B.4 Music and the Performing Arts
Blazek & Aversa - Chapters 9 & 10
1. Read Blazek and Aversa, Chapter 9 "Accessing Information in
the Performing Arts". Select one source that you would highlight
at a monthly humanities staff meeting at your library. These meetings are designed
for the librarians to help each other with continued learning. Review this source
and answer the following questions: Which source did you choose? Why did you
choose it? Is it helpful? Why? What is interesting about the source?
2. As you read Blazek and Aversa, Chapter 10 "Principal Information Sources in the Performing Arts", mark those that appeal to you personally. Chapter 10 is long (pages 259-389 with 389 entries). Too many sources can be overwhelming. The goal here is to first watch for the key divisions: music, dance, theater, and film). Then (for this question), write down 10 sources of particular interest to you - and, why they interest you. All 10 can come from one area - or they can be from different areas. You may want to note 10 starter sources that you, as a new librarian, would want to remember. You may want to note all the sources related to musical instruments, etc.
Part of being a professional is knowing yourself. You should know your own
areas of expertise, and continue to learn about sources in those areas. As you
note the items that intrigue you, you might also consider the types of jobs
you might be interested in. Beyond academic libraries, there are publishers,
journals, arts agencies, etc. that need information professionals. Write a few
thoughts on where you might be interested in working (if there were no limitations)
that would be related to this field.
3. Read the article "The Hunger Within" (Research and Creative Activity, Indiana University, March 1995) about Menahem Pressler - (on e-reserve). The goal of this reading is to give you a glimpse of the passion musicians and performers have for their fields. To help researchers in this area, you need to better understand the participants of the field. You will find that talent, education, and practice are mixed with intensity, emotion, and delight.
Select 3 websites that would be of interest to Menahem Pressler and his piano students. Select them as if they were to be additions to a website of resources you maintain to help the music faculty. Decide in the context of your role as faculty liaison to the music department of a small liberal arts college. Links can be of any related subject - instruments, archives, biographies, histories, scores…. Use your Blazek and Aversa readings to give you ideas for areas. Notice their reference to IU on page 251:
An outstanding example of a helpful resource is the comprehensive Indiana University Worldwide Internet Music Resources at: http://www.music.indiana.edu/music_resources/
List your 3 selections. Discuss why you chose them; what is interesting about
them. Draft a brief — no more than one paragraph — notice to send
to Menahem Pressler to highlight these resources.
4. Spend some time reviewing each source below: — (no comments required):
The New Grove Dictionary of Music and Musicians
(B&A, p.284) - "possibly the single most valuable title in the reference
department". (IU Reference ML100.G92)
*look at book and at the online version via IU Libraries: "IU Internet Quick Reference Shelf: Entertainment" http://www.indiana.edu/~librcsd/internet/Entertainment/
The New York Public Library for the Performing Arts - at
Lincoln Center - key place:
Music Libraries Association - key professional
Appendix B.5 Introducing Sources
due 11/7/03 or 11/21/03
|11/7/03||Half the class introduces assigned sections of B&A, Chapter 12 (Language/Literature)|
|11/21/03||Half the class introduces assigned sections of B&A, Chapter 10 (Music/Performing Arts)|
*sections will be assigned randomly on 9/12/03
1. Select 3 sources from your assigned section.
2. Prepare a one page handout. Make enough copies to hand out in class.
3. The handout should be directed to an audience of your choice (ie. a web page for outreach to the French Department; a handout for an intro session you might give to a graduate level class; an email to faculty in a department….) Be careful to give credit to sources used (including B&A).
APPENDIX C (25%) LITERATURE REVIEW
Search for and select six articles on aspects of information outreach, user needs, information seeking behavior, or promoting resources, etc. that would help with your professional goals (and with careers in the humanities). Blazek and Aversa recommend sources (all of your selections can come from their recommendations). Articles can come from professional journals, or chapters of books. You need to have a defined theme or focus. Create a handout as if it was for a staff meeting of professional librarians where you work, or for a local, district or state meeting. The approach should be to share sources with your peers. You want to introduce articles that you reviewed - and if they were helpful or not. Did you agree with the author? Why - or, why not? Can you summarize the key points? Can you apply them to an audience - to yourself? Can you challenge the key points? Critical analysis, creativity and solid searching will earn higher grades. Remember to proof your work (an important skill on the job).
APPENDIX D (10%) PROMOTING ELECTRONIC RESOURCES
An IU reference librarian stated (in 2002) that one of the biggest challenges they faced was getting faculty to use the new, expensive tools of the library - particularly databases/electronic resources. Keep that challenge in mind for this assignment.
1. Select and attend one IUL workshop: "Library Updates for Faculty and
2. Write a 1-2 page reflection paper evaluating what helped, what you might change, what was most informative…. (include the name and date of the workshop).
3. Create a simple, readable, easy to follow, one page handout on the electronic resource presented in the workshop you attended. It should be strictly a starter resource. Write it for a 60 year old faculty member (designate their research area) who is uncomfortable with technology. Avoid professional jargon. This should be a handout to stimulate interest, not to give every search technique or option.
APPENDIX E (35%) CONTENT FOR ONLINE EXHIBITION
due: 10/10, 11/14, 12/12
E.1 Selection of 10 Exhibition Objects, Theme, and Audience
- one page -
To prepare for the content of your online exhibition, you need to first select the exhibition objects. This is done at the same time as selecting a theme or title for your exhibition. What is the exhibition about? Why is it being done? What audience will benefit? Your readings for 9/26/03 should inform your selection process for the objects and the theme. (Remember to work on your own.)
For this assignment (E.1) prepare one page that includes the following:
a. Select one of the following digital library collections. Record which collection you have selected.
African American Poetry Database (1760-1900)
American Poetry Database (Colonial Period to early 20th Century)
Victorian Women Writers Project
b. Spend time reviewing the collection. Make notes of what is interesting to you (for your own records). Select a target audience (ie. Graduate Level English Majors). Note your selection.
c. Select and note your 10 Exhibition Objects - chosen from one of the collections listed above.
d. What is your theme? Write a few sentences about why you are doing this exhibition and what is your primary theme. Are you trying to highlight a certain author; or a certain historical time period; or poems about umbrellas; or…..?
E.2 Context for Exhibition Objects (due: 11/14)
- one page -
This assignment is to help you to continue to develop your exhibit. You need to turn in at least one page of ideas and research for the context of your exhibition. The context can include varying perspectives:
historical, biographical, geographical, chronological, etc. Be creative.
Ideas to help you think about context:
Who is your author? What was happening during the historical period of their writing? Where did they live when they wrote this work? Is there a common thread or repeated words (mountains, children, etc.) in the works you selected? What would be interesting to your targeted audience? Is there a current world event that you could reference? Will this exhibit be put up in 6 months in honor of the 100th anniversary of the author's birth? Be creative.
Remember to keep careful notes on the sources you consult - for later bibliographic use - if needed.
E.3 Final Product: Content for Online Exhibition
(due: 12/12 - turn in 2 copies)
- nine to fifteen pages -
Think of this final project as individual web pages. After reviewing examples, and with the advice from your readings, you should have ideas on ways to proceed. Your layout needs to include the minimum elements below. Be creative. Make it interesting. Does it entice your audience to use the database? Is it enjoyable to read?
I give the IU Digital Library Program permission to use this project.
|Your email address||Your anticipated graduation date|