IOPN Journals (Illinois Open Publishing Network)
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Tactics of Virtual Memory and Trans Inscrutability in the Works of Wu Tsang
Get PDFIn her art and research, the artist Wu Tsang poses the question: “Whose voices are heard, whose are silenced?” By incorporating her own perspective as a trans person into her works, Tsang utilizes virtual media to reveal alternative interpretations of the past, and in turn, create new trajectories for the future. Her film Duilian specifically rewrites the story of Qiu Jin—a renowned Chinese feminist poet and revolutionary hero of the Qing dynasty—as a trans narrative. Set in a world that blurs global, temporal, and linguistic boundaries, the film merges historical research with imaginative thinking to uncover the trans stories that have been lost or hidden through time. Through an in-depth analysis of Duilian, this article will situate the film within Tsang’s larger oeuvre to demonstrate how the artist embodies Homay King’s concept of “virtual memory” and Vivian L. Huang’s notion of “inscrutability” to traverse the past, present, and future, continually implementing trans tactics as a means of re-historicization, safety, and survival
The Eye of the Dragon: Ecological Thinking in Delicious in Dungeon
Get PDFStudio Trigger’s 2024 series Delicious in Dungeon stands as a remarkable example of ecological fiction. The series’ focus on eating and being eaten, on relationships between living things and the land that they inhabit, and on shared vulnerability provides viewers with useful and novel mechanisms for reconfiguring their thinking with respect to their relationship to the more-than-human world. This work will consider Delicious in Dungeon in light of the insights offered by contemporary ecological philosophies and theologies, particularly those of Valerie Plumwood, with a view to how the series can serve as a model for ecological thinking and living.
FITV 1111: Anime Goes to College Syllabus
Get PDFAs universities and colleges face the impending "enrollment cliff" of 2025, many institutions are implementing high-impact practices (HIPs), such as first-year seminars, learning communities, intrusive advising, and co-curricular experiences to attract students. One key feature of first-year seminars tends to be the special topic focus of the courses, which tend to mix current pop culture or sociocultural events into subject matter areas such as psychology, philosophy, music, and science. This paper provides an example syllabus and course set-up for a popular first-year seminar course at the University of Colorado Denver called FITV 1111: Anime Goes to College. By incorporating anime as the main subject matter, students in the course apply student development theory to various anime shows and movies to analyze the characters and understand how their own development in college is impacted by their environment and the media they consume. At the end of the course, students walk away with an understanding of how fictional worlds and fandom spaces can be places for fans to explore their own identities through the characters in the shows.
Syllabus: Intro to Japanese Animation
Get PDFThis is an example syllabus for a university-level course on Japanese animation
Free to Read: Banned Books Week 2023 at Georgia Southern University
Get PDFIn 2023, the student outreach team at Georgia Southern University Libraries capitalized on the rising challenges against books in the U.S. by organizing Banned Books Week programming on two of their campuses. The initiative, funded by the Judith F. Krug Memorial Fund, aimed to enhance students\u27 understanding of censorship and intellectual freedom through interactive displays, a scavenger hunt, and an open mic night. Feedback for the events highlighted its effectiveness in engaging students with the principles of the First Amendment and fostering information literacy. Programming not only engaged students in evaluating controversial literature, but also in discussing the broader implications of book bans. Partnerships with campus departments like the Office of Multicultural Affairs amplified the reach and impact of the events. The success of the 2023 initiative encourages future annual repeats, with plans to involve more academic departments and address censorship across various disciplines. This article underscores the continuing relevance of Banned Books Week as a vital educational tool in academic environments challenged by increasing censorship efforts
Fulfilling a dream: giving DACA students meaningful professional development and experiences
No full textThis article will detail the two-year-long process of working with undocumented student fellows at the University of California, Irvine, how they grew professionally, and what the libraries can learn from this unique experience
Materializing Digital Archaeology: Managing 3D Models
Get PDFThe archaeological record is fragmented yet the artifacts and data that comprise it are used to make vast claims about human nature and behavior, and about past and contemporary cultures and societies (Huggett, 2012; Huvila, 2019). The digital archaeological record is further fragmented by the rarity of digitization (due to resource and time constraints) and the loss of information through the digitization process Huvila & Huggett, 2018; Schroer & Mudge, 2017). Due to the lack of connection between the physical artifacts and their digital instantiations (as 3D models, metadata records, scanned images, etc.) it is difficult to understand what contextual information has been lost and/or altered from the physical data. This results in knowledge and information claims based on limited and biased data which can lead to an exacerbation of the silences and gaps in the archaeological record (Huggett, 2020) which 1) reduces the accuracy of archaeological research and 2) can differentially harm marginalized communities because, like archival records, the archaeological record can be used to assert “master” or “grand” narratives (Bastian, 2009; Carbajal & Caswell, 2021).
This Work-in-Progress poster is focused on information loss during the 3D modeling of archaeological artifacts. I posit that instead of understanding 3D models of artifacts as singular sources of information, they should be treated as one component of a complex resource. However, it has been difficult to find my way through the required reorientation of concepts like materiality from the digital humanities (Drucker, 2013; Kirschenbaum, 2012) and to implement this reorientation in practice
Drawing the Line between Social Work and Librarianship: Public Library Administrators Talk
Get PDFAs part of a larger, IMLS-funded project, focus groups were undertaken with public library administrators to discuss the professional scope of librarianship in the face of a growing practice of placing social workers in public libraries to help respond to communities’ social services-related needs. Findings from these focus groups and focus groups held with adult services and youth services librarians are being used to inform the development of a national survey of public librarians on this topic. The survey will be distributed fall 2024. Preliminary findings from focus groups with public library administrators indicate that librarians want to help, but are stretched beyond their training, and that the placement of social workers in libraries to help serve social services-related needs is a more complex solution than it may sound
An Exploratory Community-Engaged Framework to Operationalize Building Bridges between Public Library Education and Praxis
Get PDFThis article explores an exploratory/emerging framework collaboratively developed by a public librarian and library and information science (LIS) educator to operationalize community-engaged programming through critical autoethnographic reflections from Williams (first author) doctoral journey. The authors propose a novel framework, emphasizing elements crucial to a community-embedded approach, and employ a critical autoethnographic methodology to provide a nuanced understanding focused on generating community impact. The findings apply elements of a community-engaged framework in relation to both authors’ contributions with regard to the performance of their roles as a public librarian (and doctoral student) and LIS educator respectively. The discussion critically addresses the emerging challenges and presents opportunities with potential implications for LIS education.