IOPN Journals (Illinois Open Publishing Network)
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Karamzin Returns to France
Full text linkReview of: Nikolai Karamzin, Lettres d’un voyageur russe. Introduction, translation, notes and commentary by Rodolphe Baudin. Paris, Institut d’Études Slaves, 202
A Meeting at the Duc\u27s: On Eighteenth-Century Russian Empire Studies after 2022
Full text linkThis article examines the stakes of the 2023 renaming of the Eighteenth-Century Russian Studies Association to the Eighteenth-Century Russian Empire Studies Association. It argues that this renaming helps us to re-envision the stakes of the field and to conceptualize the Russian Empire as a conceptual space bigger than and not solely connected to modern-day Russia. It does so by looking at the Duc de Richelieu’s role in the history of modern-day Odesa and his reception by Soviet, Ukrainian, and Western scholars, focusing especially on his settler colonial project
Potemkin’s Brilliants: A Note on Russia’s Role in the Early Modern Diamond Trade
Full text linkPrince Grigorii Aleksandrovich Potemkin’s love of diamonds is well established. This article discusses several episodes in his life involving those gems, exploring their sources from discovery in the earth (India and Brazil) to their coming into the prince’s possession, and also references two other cases of consequential diamond loving in eighteenth-century Europe. Diamonds could represent much more than simply expensive embellishment
“The Long Nightmare:” Childhood, Identity, and Carnophallogocentrism in Yuki Kaori’s Godchild
Full text linkThis essay will examine the complex intersections of childhood, pets, and meat-eating in Yuki Kaori’s gothic neo-Victorian manga Godchild, by using Jacques Derrida’s concept of carnophallogocentrism. Through a close reading of carnophallogocentrism in conversation with the childhood of the adult character Jizabel Disraeli, this essay will examine how children negotiate the complexity of meat-eating and the egalitarian bonds of child-animal relationships. The narrative ultimately takes an ambivalent position on child resistance to carnophallogocentrism and the change in the child-animal relationship wrought by human socialization, arguing for the inevitability of such a shift while also positioning the untimely loss of the animal-child bond as a deeply traumatic event that can disrupt the developing personality. In its exploration of a cure for such disruption to the psyche, the prioritization of relationships with other humans, Godchild pessimistically locates the shared kinship of animal-human relationships in the realm of the child or the dead, but not the adult human.
Seeking and Sustaining Allies for Inclusion: Public Libraries’ Partnerships to Better Serve Young Children with Disabilities and their Caregivers
Full text linkFor children who are too young to attend school, public libraries can be a site for identification of disabilities or developmental delays, as well as demonstrating interventions and building empathy. However, librarians are seldom trained in early childhood special education or counseling strategies; hence, they rely on partnerships and collaborations with other service providers. [Blinded] researchers conducted interviews at ten library sites across three states to learn about successful partnerships and collaborations that help libraries serve young children with disabilities and/or developmental delays. Successful partnerships are maintained with a variety of organizations, from preschools to social service agencies. New partnerships are often developed by librarians’ engagement in the community. Library administrators can promote these partnerships by providing time and encouraging relationships across agencies, allowing their libraries and librarians to leverage their strengths in serving the community.
Nutrition-based STEM Education in Community Public Libraries Promotes Science Learning: A Pilot Study
Full text linkThis pilot study examined perceived science learning and attitudes of school children participating (n=100) in a 4-lesson nutrition-based STEM (science, technology, engineering, and math) education backpack program offered at a public library in the rural, Appalachian, Southern United States (Appalachian Mississippi). Using a constructivist theoretical framework, a 4-lesson take-home, backpack program (Growing Peanuts and Beans; Making Butter; Popping Corn; Sprouting Spuds) was developed in collaboration with public library staff and implemented in an informal learning environment (rural community library) for youth in kindergarten through eighth grade. Prior to implementation, lessons were piloted, evaluated, and revised using youth feedback. A drive-through distribution was utilized. Backpack science kits included all STEM materials/supplies/books, postage-paid evaluation postcards, and shelf-stable lunches and snacks meeting USDA summer feeding guidelines. Twenty-three of 100 youth participants (23% response rate) returned at least one evaluation postcard. Participants were primarily female (65%), Non-Hispanic (90%), White (90%), and in kindergarten through second grade (54.5%). Overall, the program significantly improved (p<.05) attitudes toward science (e.g., science is cool, science is fun) and toward doing science experiments. While perception of the library being “a good place to find science information and activities” did not significantly improve from pre- to post-program, ratings were high at both pre- and post-program, with over 85% “agreeing” or “super-agreeing.” The majority of youth “agreed or super-agreed” that they: 1) learned about science from the activities (94.2%); 2) liked doing the science activities (94.3%) and reading the related books (90.4%); 3) had fun completing the activities (98.1%); 4) would recommend the activities to others (94.2%); and 5) would do the activities again (93.3%). Nutrition-based STEM education promotes perceived science-learning and attitudes, warranting further development and implementation of nutrition-based science kits for public libraries across Mississippi to promote both science-learning and pursuit of science and health careers
Recovering the Writer-Empress: Cataloguing Translations of Catherine II
Full text linkReview of: Emmanuel Waegemans, ed. An Empire of Words: Translations of Catherine II’s Writings. An International Bibliography. Antwerp: Benerus, 2025. 182 p. ISBN: 9789464073379
The Rise and Fall of Anime in the People’s Republic of China
Full text linkThe history of anime in China is a roller-coaster ride of diplomatic boondoggles, under-the-radar industries, unsanctioned releases and censorship scandals. Jonathan Clements investigates the fluctuating fortunes of Japanese animation in China, not only in terms of its reception among audiences, but of its hidden impact in the production sector, the politics of its distribution and exhibition, and the effect of recent government backlashes and clampdowns as the People’s Republic seeks animation autarky
Predicting Perceived Lasting Benefits and Future Digital Detox Willingness from a Mood Management Perspective: A Pilot Survey Study
Full text linkThis study investigates the psychological outcomes of digital detox among graduate students, focusing on factors influencing future detox engagement and perceived lasting benefits. It examines how post-detox psychological changes in mood, anxiety, sleep, relationships, and productivity predict willingness to engage in future detox activities and perceptions of lasting benefits. It also considers how demographic factors and prior social media experiences shape these perceptions. Mood Management Theory was employed as a theoretical framework for understanding the willingness to engage in future digital detox and its lasting benefits. Data were collected through an online survey from 114 graduate students at an American public university, recruiting social media users who had voluntarily undergone a social media detox. The findings offer implications for developing programs and interventions aimed at enhancing mood, productivity, and promoting mindful social media use. These insights can help educators and academic librarians support students during digital detox and promote well-being
Bravery, Shame, and Identity in the LIS Classroom
Full text linkIn contrast to a “safe space” a “brave space” allows and encourages challenging discussions. In a brave space, all members of the group recognize that they may be uncomfortable. It is possible that some people will cause harm, and that that harm will be named and confronted. To best support this practice of confronting harm, the facilitator of the brave space may need to help the person who has caused harm to remember that actions and identity are separate. People often shut down when they receive criticism as a threat to their identity as a “good person.” We see examples of a facilitator being the one to gently name harm and create a teachable moment, and of a student shutting down even though they were not the one who caused harm. This aspect of the facilitation role helps further the discussion on brave spaces, and in the LIS classroom specifically.