12 research outputs found
Al the Britons doe dye themselues wyth woade: experimenting with woad and its history
No full textJodi Reeves Eyre, PhD, RPA Image Credit: By Johann Georg Sturm (Painter: Jacob Sturm) [Public domain], via Wikimedia Commons.We are, apparently, living during a ‘post-truth’ time when alternative facts have just as much impact on some people’s decisions and beliefs as, well, fact facts. The concept of the “alternative fact,” which refers to promoting emotional or biased assertions over facts, has historic precedent. Julius Caesar, when documenting his campaigns in Gaul, noted that: Al the Br..
Game-Based Design for Inclusive and Accessible Digital Exhibits
No full textTemple University. LibrariesThis collaborative project is part of CLIR's Curated Futures Project, a guide for professionals in galleries, libraries, archives, and museums to navigate beyond discussions of decolonizing collecting institutions to begin taking practical steps to enact change. Organized and edited by CLIR Postdoctoral Fellows and alumni Faithe Day, Synatra Smith, Jodi Reeves Eyre, John MacLachlan, and Christa Williford, the project is the first in a series of collaborations that respond to the theme, “A Third Library is Possible.” The theme draws from the possibilities of the “third university,” a notion developed by la paperson in the book, A Third University is Possible
A Splendid Torch: Learning and Teaching in Today’s Academic Libraries
No full textIn the winter of 2015, a handful of current and former CLIR postdoctoral fellows gathered at a small restaurant in Washington, D.C., to celebrate publication of The Process of Discovery: The CLIR Postdoctoral Fellowship Program and the Future of the Academy. In typical CLIR fellowship alumni fashion, it took about an hour of relaxation before we began to look at one another and ask, “Now what?” Over fried pickles, barbecue brisket, and vegan spare ribs, we decided to recreate the Collaborative Writing Group (CWG) experience that fostered the collection of essays about what we had learned from our work in academic libraries. The CWG process brings together individuals with unique backgrounds and ideas to explore a single theme. Similarly, the CLIR Postdoctoral Fellowship Program brings together individuals with varied disciplinary backgrounds and points of view relating to research, teaching, and higher education to imagine an increasingly coherent and effective future for the libraries that nurture this work. With current and former fellows sharing the perspectives they have gained from working across the United States and Canada in a multitude of positions, the potential for crafting, improving, and challenging new ways of thinking about libraries and the academy is rich.
This volume explores how library spaces, services, and roles are changing in response to academic librarians’ engagement with teachers and learners. Beginning with “Handing on the Splendid Torch,” which considers three examples of how academic communities are adapting libraries as learning spaces, the volume brings together observations about aspects of libraries and librarianship that affect student learning and are also undergoing rapid change. “Creating Contact Zones in a ‘Post-Truth’ Era” reconsiders the challenge of designing programs that develop student facility in information seeking and critical thinking in a way that is fully integrated with course curricula. “Exploring How and Why Digital Humanities Is Taught in Libraries” looks at several examples of library-based digital humanities research and research support initiatives, noting the affinities and tensions such initiatives have with the broader purposes of academic libraries. “Current Use and Prospective Future of the University Map Library” brings together viewpoints from multiple disciplines about the value of exposing students to maps and geographic information systems (GIS) data through academic libraries. “New Opportunities for Collaboration in the Age of Digital Special Collections” looks at the potential for deeper engagement of students and faculty with special collections and archives through digital libraries. Finally, the authors of “Shiny Things” provide a thorough overview of recent developments in 3D printing in order to examine the potential to integrate library-based “makerspaces” with curricula. Each chapter uses combinations of contemporary narratives and case studies to ground discussions in experience
The Third Library and the Commons
No full textThe idea of the “commons” is often invoked in discussions of the academic library’s future, but these references are usually vague and rhetorical. What exactly does it mean for the library to be organized as a commons, and what might such a library look like? Does the concept of the commons offer a useful lens for identifying the library’s injustices or shortcomings? How might we draw on the concept of the commons to see beyond the horizon of the contemporary library, toward a “Third Library” that truly advances decolonial and democratic ends? This essay engages with such questions and explores how the constituent elements of the academic library—its knowledge assets, its workers, and its physical spaces—might be reoriented toward the commons. It argues that such an orientation might facilitate the emergence of a Third Library that is able to organize resistance to contemporary capitalism’s impetus toward the privatization and enclosure of knowledge, and to help recover a democratic conception of knowledge as a public good.Temple University. LibrariesThis collaborative project is part of CLIR's Curated Futures Project, a guide for professionals in galleries, libraries, archives, and museums to navigate beyond discussions of decolonizing collecting institutions to begin taking practical steps to enact change. Organized and edited by CLIR Postdoctoral Fellows and alumni Faithe Day, Synatra Smith, Jodi Reeves Eyre, John MacLachlan, and Christa Williford, the project is the first in a series of collaborations that respond to the theme, “A Third Library is Possible.” The theme draws from the possibilities of the “third university,” a notion developed by la paperson in the book, A Third University is Possible
Public engagement and education: developing and fostering stewardship for an archaeological future/ edited by Katherine M. Erdman.
No full textIncludes bibliographical references and index."The world's collective archaeological heritage is threatened by war, development, poverty, climate change, and ignorance. To protect our collective past, archaeologists must involve the general public through interpersonal experiences that develop an interest in the field at a young age and foster that interest throughout a person's life. Contributors to this volume share effective approaches for engaging and educating learners of all ages about archaeology and how one can encourage them to become stewards of the past. They offer applied examples that are not bound to specific geographies or cultures, but rather, are approaches that can be implemented almost anywhere"--Opening a dialog: bringing archaeology to the public / Katherine M. Erdman -- Schools and public archaeology: igniting a commitment to heritage preservation / Charles S. White -- Science and social studies adventures: using an interdisciplinary approach to inspire school-age children to become knowledge producers / Katrina Yezzi-Woodley, Chris Kestly, Beth Albrecht, Paul Creager, Joel Abdella, and Katherine Hayes -- Strengthening a place-based curriculum through the integration of archaeology and environmental education / Elizabeth C. Reetz, Cherie Haury-Artz, and Jay A. Gorsh -- Engaging with the past through writing accountable first-person creative fiction: BACAB CAAS / Lewis C. "Skip" Messenger -- Archaeologists and the pedagogy of heritage: preparing graduate students for tomorrow's interdisciplinary, engaged work in heritage / Phyllis Mauch Messenger -- Gathering public opinions about archaeology and heritage in Belize: a drive toward better local access and programming / Geralyn Ducady -- Archaeology for a lifetime: reaching older generations through adult education programs / Katherine M. Erdman -- Best practices in archaeology education: successes, shortcomings, and the future / Jeanne M. Moe -- Navigating heritage stewardship in the digital age / Jodi Reeves Eyre and Leigh Anne Ellison.1 online resource
A Third Library is Possible
No full textAs the third installment of the CLIR Collaborative Writing Project, this year we introduce The Curated Futures Project as the first of a series of collaborations which respond to the theme “A Third Library is Possible.” The Curated Futures Project serves as a guide for GLAM professionals to navigate beyond discussions of decolonizing our institutions to begin taking practical steps to enact change. These collaborative projects not only speculate about aligning academic libraries with social impact, but they also provide demonstrative examples in a variety of mediums including podcast conversations, gamifying digital humanities, and mapping visualizations
Visualizing Scholarship as Social Change
No full textThis visualization and accompanying short essay articulates both a broad definition of what constitutes “scholarship as social change,” any knowledge production that has a goal of exploring, articulating, and intervening in inequities and injustices, past and present, as well as projects that helped inspire the contributions of to the Curated Futures project (Gamifying Digital Collections, Remaking Space and Place, FLAME, and The Third Library and the Commons). It also invites readers to submit their own examples of projects that they think embody “scholarship as social change”
Game-Based Design for Inclusive and Accessible Digital Exhibits
No full textImagining the future of libraries and especially of digital exhibits cannot be completed without exploring the role games can play in the future of collection curation. Besides their popularity, games facilitate and inform our understanding through interactive engagement, and have been shown to serve as alternative modes for designing learning experiences and environments. We adopt such a perspective as we look into the ways gaming can inform the design of digital exhibits and help make digital collections more accessible and inclusive to a wider audience
The Third Library and the Commons
No full textThe idea of the “commons” is often invoked in discussions of the academic library’s future, but these references are usually vague and rhetorical. What exactly does it mean for the library to be organized as a commons, and what might such a library look like? Does the concept of the commons offer a useful lens for identifying the library’s injustices or shortcomings? How might we draw on the concept of the commons to see beyond the horizon of the contemporary library, toward a “Third Library” that truly advances decolonial and democratic ends? This essay engages with such questions and explores how the constituent elements of the academic library—its knowledge assets, its workers, and its physical spaces—might be reoriented toward the commons. It argues that such an orientation might facilitate the emergence of a Third Library that is able to organize resistance to contemporary capitalism’s impetus toward the privatization and enclosure of knowledge, and to help recover a democratic conception of knowledge as a public good
