OSU Libraries Blogs http://library.osu.edu/blogs/labs/feed Where one can experiment with new information technologies and services. An OSUL 2013 Project. Thu, 15 Nov 2012 19:33:33 +0000 en hourly 1 http://wordpress.org/?v=4.2.2 Las dos alas de un pájaro: The Cuban Refugee Program and Operation Bootstrap http://library.osu.edu/blogs/mujerestalk/2015/07/28/las-dos-alas-de-un-pajaro-the-cuban-refugee-program-and-operation-bootstrap/ http://library.osu.edu/blogs/mujerestalk/2015/07/28/las-dos-alas-de-un-pajaro-the-cuban-refugee-program-and-operation-bootstrap/#comments Tue, 28 Jul 2015 10:00:02 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3142 Old San Juan

Old San Juan, Puerto Rico. Photo by Sam Valadi. CC BY 2.0

by Carmen R. Lugo-Lugo and Cheris Brewer Current

Cuba y Puerto Rico son
(Cuba and Puerto Rico are)

De un pájaro las dos alas,
(Two birds of a feather)

Reciben flores y balas
(They receive flowers and bullets)

Sobre el mismo corazón…
(Over the same heart…)

—From Mi libro de Cuba by Lola Rodríguez de Tió


One Bird, Two Wings

Sometimes attributed to Cuban revolutionary José Martí, the verses by Puerto Rican revolutionary Lola Rodríguez de Tió were first published in 1893, while she was exiled in Cuba. Martí and Rodríguez de Tió became good friends and avid advocates for the independence of their own and each other’s country, as Cuba and Puerto Rico remained the last bastions of Spain’s Empire in the Caribbean. The verses were a testimony of the similar histories the two islands developed under four centuries of Spanish rule. They can also be seen as a chilling presage of what was to come after the U.S. won the Spanish American War in 1898 and became a consistent presence in the future of both countries, as U.S. decisions and U.S. policies have affected the way Cubans and Puerto Ricans live their lives on both their respective islands and the US mainland as well.

The islands were forced into different routes during the 20th century with the Platt Amendment (1901) steering Cuba in one direction (i.e., eventual independence), and the Foraker Act (1900) and Jones Act (1917) gearing Puerto Rico in another (i.e., an entrenched colonial status). Later, when Puerto Rico became a Commonwealth of the U.S. in 1952 and Fidel Castro assumed power in 1959, this bifurcation seemed to be irreversible. The effects of U.S. policies toward Puerto Rico and Cuba have been critical in shaping the positions that both islands occupy globally, and in the living conditions of Cubans and Puerto Ricans on the mainland.

This essay presents a brief comparative sketch of two distinctive immigrating and incoming Caribbean groups resulting from two specific structural programs: the Cuban Refugee Program (CRP) targeting Cubans in the U.S.; and Operation Bootstrap (OB) involving Puerto Ricans on the island. Both programs had their genesis in the mid-twentieth century, at a moment when the U.S. was attempting to re-vamp its racial politics in response to both domestic and international pressures. Yet, it is noteworthy that both CRP and OB were operational before the passage of the Immigration and Nationality Act of 1965 which ended explicit race based preferences in entrants.

Thus Puerto Rican incomers and Cuban immigrants of the 1950s and 1960s are a precursor to the increasingly diverse group of immigrants who were to follow. Movement from Latin American and the Caribbean to the US contains a peculiar history shaped by individual relationships between countries of origin and the US. Immigrants from countries with closer political, economic, and social ties to the US were (and are) granted advantages in entrance, settlement, and employment that are unavailable to immigrants from countries who do not share the same intimacy with the US. This is clear when you compare Cubans with other political immigrants of the period—Haitians and Dominicans, for instance—who, because of racial and political reasons were not granted refugee status. This essay focuses on two relatively privileged groups of Latino immigrants: Puerto Ricans who entered with citizenship status, and Cubans who were granted legal status, provided financial assistance, and structural assimilation. Tracing the reception of these two groups illustrates the ways in which the U.S. government eased and aided the process of migration for some, while it outright neglected other newcomers.

Bootstrapping the Island

As an economic policy and as a development initiative, OB was not a U.S. policy per se, but rather, the effort of Puerto Rican leaders, who sought to develop Puerto Rico economically (Maldonado, 1997). The program was funded, almost entirely, by the island’s government. However, U.S. involvement was at the heart of its conception and implementation, for the companies targeted by the program were exclusively U.S. companies. U.S. policy was also at the heart of the program by way of specific tax exemptions that these companies would enjoy, as “Puerto Rico had been exempted from U.S. taxes since 1900” (Maldonado, 1997: 46). Those exemptions were the core of the program, so OB was possible, fundamentally, because of already existing U.S. policy. In addition, the massive movement of Puerto Ricans to the mainland that ensued after OB was also only possible, again, because of U.S. policy (in this case, policies ruling citizenship and territories).

Using an “industrialization by invitation” approach (Dietz, 1986; Whalen, 2005),
Operación Manos a la Obra (as it is known in Spanish) began in the 1940s, and had among its main objectives to eliminate extreme poverty on the island, and to develop the island economically (Morales-Carrión, 1983). Initially, the project included federal tax incentives and exemptions to entice American businesses with cheap and abundant labor. OB turned into an export-oriented form of absentee capitalism that overhauled the economy in Puerto Rico in unprecedented ways. By the 1950s the island had largely left its agricultural past behind, for as James Dietz (1986) tells us, agriculture came to be regarded as an obstacle to progress.

OB prompted a massive exodus of Puerto Ricans to the mainland US that has literally divided the Puerto Rican population in half, and has prompted poet Nicolasa Mohr to thoughtfully proclaim that “Puerto Ricans are no longer an island people” (in Rodríguez, 1991). The movement of Puerto Ricans alleviated the large-scale unemployment produced by the sudden shift from an agricultural to an industrial economy. The mainland Puerto Rican population went from 53,000 in 1930 (before OB), to 1.5 million in1964, roughly 20 years after OB began (Briggs, 2002). Although the set of initiatives, policies, and practices that came to be known as Operation Bootstrap did not institute or formally encourage island to mainland movement, we are suggesting (as have others before us—see, e.g., Briggs 2002; Dietz 1986; Maldonado 1997; and Whalen 2005, etc.) that Operation Bootstrap created a de facto form of movement to the U.S. by “pushing” migrants northward.

When the U.S. is Pulling the Bootstrap

The post-1959 migration of Cubans was part of an immigration continuum that had brought Cubans to Florida whenever political or economic strife hit the island (Mirabal, 2003; Poyo, 1989). Given this history, the U.S. became a natural refuge for former supporters of Batista and other Cubans who quickly became politically and financially disillusioned with the revolution, but discerning why the U.S. chose to accept over 650,000 refugees by 1977 is a more complicated challenge (Whorton, 1997). The acceptance of Cubans, first as immigrants and then as refuges, marks an anomaly in US immigration policy, as they arrived during an era of restrictive immigration (1924-1965).

Accepting Cuban refugees was merely one aspect of the U.S.’s developing policies directed at incoming exiles. Early on, many Cubans leaving the island managed to take money and other forms of capital with them and were able to support themselves –if only temporarily– in their exile. The restrictions Castro imposed on what Cubans could take with them became increasingly stringent over time as concern grew that assets in the forms of cash and jewelry were being sent northward. Eventually luggage was limited to a change or two of clothing.
As Cubans began entering the U.S. early in 1959, private agencies and local church groups offered aid to impoverished refugees. Federal aid increased greatly in 1961 with the creation of the Cuban Refugee Program, providing the needed resources for the programs many aid-based goals. The CRP, administered by the Department of Health, Education and Welfare (HEW), provided funds for resettlement, and “monthly relief checks, health services, job training, adult educational opportunities, and surplus food distribution (canned meat, powdered eggs and milk, cheese, and oatmeal, among other food products)” (García, 1996).

Based on number of dependents, place of residence, and employment status, CRP staff calculated a monthly financial benefit for deserving refugees – primarily the unemployed – and granted refugees a maximum of $60 a month for a single person and $100 for a family (Voorhees, 1961). These payments were substantially more than the welfare payments available to U.S. citizens (including Puerto Ricans). The CRP also provided additional assistance, including medical insurance, assistance with employment readjustment, and college scholarships. This comprehensive program ensured that Cuban refugees were provided with structural assistance that extended beyond the stopgap needs of early exile.

Final Thoughts: Of Cubans, Puerto Ricans, Republicans, and Latinos

The unequal power relations that typify U.S.-Latin American exchanges mark the admittance, treatment and integration of Latin American immigrants, as all migrants from the region have been subject to the whims of the U.S.’s shifting relations with Latin America. Similarly, the complex histories that individual nations share with the U.S. have dictated the response to immigration policy and immigrants (Taft, et al, 1979 ). This in part explains that although Puerto Ricans and Cubans are all categorized as “Hispanic” in the eyes of the U.S. government or Latinos in the U.S. popular imagination, for instance, specific historical, political and perceived racial differences have produced great disparity in U.S. policy and reception of immigrants or incomers from the country and territory respectively.

This discrepancy becomes patently obvious when one compares the reception of Cuban refugees to that of Puerto Ricans workers during the mid-twentieth century. On the one hand, during the Puerto Rican movement to the U.S., the U.S. government benefited from the cheap labor that ended up manning its factories and processing plants. It was assumed that Puerto Ricans, who were U.S. citizens after all, could access welfare if needed—yet the racialized welfare system discouraged if not outright barred people of color from accessing services (DeParle, 2004). Meanwhile, unlike Cuban refugees from the same period, Puerto Ricans did not receive a hero’s welcome, or assistance to find a place to stay, or to learn English. They were given no free vocational training, or medical services. In sum, Puerto Ricans were not presented with an aid package tailored to their needs. As citizens, they were assumed to have access to the U.S. government resources, when the reality seemed that they were here only to fulfill the needs of an economic system that thrived on cheap labor. The massive migration turned out to be a “win-win” for both governments (US’ and Puerto Rico’s), while it became a “lose-lose” for Puerto Ricans, including Puerto Ricans in the U.S., who ended up at the bottom of the economic ladder.

On the other hand, the US government not only allowed Cubans entry, but it also provided direct assistance that exceeded any welfare program available to its own citizens, including Puerto Ricans. Some of the motives behind this benevolence remain unclear; what is clear is that the Cold War and anti-communist rhetoric shaped governmental discussions of Cuban immigration; ensuring the well-being and success of people fleeing communism held important ideological value. The direct assistance that Cubans received was, indeed, helpful in some form, as they still have the highest net worth of any U.S. Latino group. Puerto Ricans, on the other hand, continue to lag behind, and are experienced as a problem group, one immersed in poverty—and racialized as non-White. Regardless of the historical, social, and racial similarities shared by Cuba and Puerto Rico pre-1898 (the two birds of a feather), an act of American exceptionalism elevated (and perhaps continues to elevate) the status of Cubans, while Puerto Ricans and other Latino/as remain(ed) marginalized. This unilateral decision predisposed Puerto Ricans to a different treatment by mainstream U.S. culture, and hence, a different future from that of Cubans.

Over half a century into that future, the 2016 presidential election campaign has produced (thus far) two Republican hopefuls of Cuban descent, while not one Puerto Rican has ever made a bid for the presidency (on either party). Something to note here is that the candidates in question are both the offspring of Cubans who migrated to the U.S. before Castro took office, meaning, they are not CRP babies. This fact brings us to a crucial, final argument: the CRP seems to have “lifted the boats” of Cubans as a group, even those who did not participate in it (and perhaps even those who came after the program was terminated). This point is important, for the net effect of the CRP extends beyond the assistance granted to individuals, as the program collectively elevated the economic and social status of Cubans. The CRP argued that these heralded newcomers were capable of accessing the American Dream and political self-determination (as it was assumed that the future leaders of Cuba were temporary sojourners, who would return to the island eventually and take control). Puerto Ricans were pushed to the margins as they were denied structural assistance and viewed as political and economic dependents, creating a long-lasting, major chasm between both groups.

But now the chasm seems to be closing, and Republican candidates notwithstanding, second and third generation Cuban Americans are shifting politically, presumably joining Puerto Ricans and other Latinos in less conservative spaces (Fisher, (2015). Thus, regardless of their bifurcated histories, and their still dissimilar class status, Puerto Ricans and Cubans in the U.S. seem to be finally converging not only geographically, but in their ideals and aspirations as well. There is also the collective imagination of Americans who sees both groups as part of that collective known as Latinos/as, and whether that is a good thing or not, is a question for another essay.


Briggs, Laura. 2002. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico. Berkeley: University of California Press.

Boswell, Thomas and James Curtis. 1984. The Cuban American Experience: Culture,
Images and Perspectives. Totowa, New Jersey: Rowman & Allaheld Publishers.

DeParle, Jason. 2004. American Dream: Three Women, Ten Kids, and a Nation’s Drive
to End Welfare. Penguin Books: New York.

Dietz, James L. 2003. Puerto Rico: Negotiating Development and Change. Boulder:
Lynne Rienner Publishers.

Fisher, Marc. 2015. “Cuban Americans’ Shifting Identity, and Political Views Divides
Key Block.” The Washington Post. June 12. http://www.washingtonpost.com/

García, M.C. 1996. Havana USA: Cuban Exiles and Cuban Americans in South Florida, 1959-1994. Berkley: University of California Press.

Maldonado, A.W. 1997. Teodoro Moscoso and Puerto Rico’s Operation Bootstrap.
Gainesville: University Press of Florida.

Masud-Piloto, F.R. 1996. From Welcomed Exiles to Illegal Immigrants: Cuban Migration to the US, 1959-1995. Lanham, Maryland: Rowman & Littlefield Publishers, Inc.

Mirabal, N. R. 2003.“‘Ser de Aquí’: Beyond the Cuban Exile Model.” Latino Studies vol. 1: 366-382.

Morales Carrión, Arturo. 1983. Puerto Rico: A Political and Cultural History. New
York: W. W. Norton and Company.

Poyo, G. 1989. With All, and for the Good of All: The Emergence of Popular Nationalism in the Cuban Communities of the United States, 1848-1898. Durham: Duke University Press.

Rodríguez, Clara E. 1991. Puerto Ricans: Born in the U.S. Boulder: Westview Press.

Taft, J.V., North, D.S.& Ford, D.A. 1979. Refugee Resettlement in the US: Time for a New Focus. Washington DC: New TrasCentury Foundation.

Thomas, J.F. 1963. “US Cuban Refugee Program.” (December) Records of Health, Education, and Welfare, RG 363, Carton 12, File CR 18-1, National Archives II.

Whalen, Carmen Teresa. 2005. “Colonialism, Citizenship and the Making of the Puerto
Rican Diaspora.” In The Puerto Rican Diaspora: Historical Perspectives edited by Carmen Teresa Whalen and Víctor Vázquez-Hernández. Philadelphia: Temple University Press.

Whorton, B. 1997. The Transformation of Refugee Policy: Race, Welfare, and American Political Culture, 1959-1997. PhD Dissertation. Sociology, University of Kansas.

Carmen R. Lugo-Lugo is an Associate Professor in the Department of Critical Culture, Gender,  and Race Studies at Washington State University. Her research focuses on Latinos in the US, “the War on Terror,” and the representation of Latinas/os and other minorities in popular culture. Cheris Brewer Current is Associate Professor of Sociology and Social Work
at Walla Walla University’s Wilma Hepker School of Social Work and Sociology. Her research focuses on Cuban Immigration to the U.S., and the intersections of race, class, and gender.

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Request for Proposals: 2016 Sloan Research Fellowships http://library.osu.edu/blogs/researchcommons/2015/07/27/4002/ http://library.osu.edu/blogs/researchcommons/2015/07/27/4002/#comments Mon, 27 Jul 2015 13:05:18 +0000 nash.246@osu.edu http://library.osu.edu/blogs/researchcommons/?p=4002 The Alfred P. Sloan Foundation is accepting nominations for the 2016 Sloan Research Fellowships. The Fellowships seek to stimulate fundamental research by early-career scientists and scholars of outstanding promise. These two-year fellowships are awarded yearly to 126 researchers in recognition of distinguished performance and a unique potential to make substantial contributions to their field.

Up to three candidates per department may be nominated by an institution. Candidates must:

  • Hold a tenure track (or equivalent) position at a college, university, or other degree-granting institution in the United States or Canada.  Tenure track faculty positions at the candidate’s institution must include a yearly teaching requirement.
  • Hold a Ph.D. (or equivalent) in chemistry, computational or evolutionary molecular biology, computer science, economics, mathematics, neuroscience, ocean sciences, physics, or a related field; and
  • The most recent Ph.D. (or equivalent) must have been awarded on or after September 1, 2009. Exceptions may apply.

Please submit an internal application by August 3, 2015 per the instructions below in advance of the September 15, 2015 sponsor deadline.

Nominee Instructions

The nominee prepares a brief (one-page) statement describing his or her significant scientific work and immediate research plans and attaches, in the same document, a copy of their curriculum vitae. The Office of Research will coordinate with the department chair to ensure no more than three applications are submitted. Also please include the:

  • Nominator’s name
  • Sponsor name
  • Funding opportunity name and number
  • Nominee’s name, department, college
  • Title of the proposed project

The principal investigator (PI) for the project must meet the PI status guidelines as defined by the university and the program guidelines. Applicants need to include a statement in the pre-proposal that reads “I have verified that I may serve as a principal investigator for this project.”

When the document is ready, click here to upload and submit the application.

Contact the Office of Corporate and Foundation Relation’s Meg Savane, savane.1@osu.edu, for more information about this foundation.

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RESOLVED: Blog feeds displayed in CMS listing all posts http://library.osu.edu/blogs/it/resolved-blog-feeds-displayed-in-cms-listing-all-posts/ http://library.osu.edu/blogs/it/resolved-blog-feeds-displayed-in-cms-listing-all-posts/#comments Thu, 23 Jul 2015 22:57:44 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3106 There are pages on library.osu.edu (CMS) that present posts from OSUL WordPress sites (see sidebar of University Archives CMS page as an example). The CMS widget was showing all blog posts, not just one blog. This is now fixed.


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Recent Posts Extended http://library.osu.edu/blogs/it/recent-posts-extended/ http://library.osu.edu/blogs/it/recent-posts-extended/#comments Thu, 23 Jul 2015 22:51:38 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3104 A couple people have asked about adding post excerpts to their WordPress sites. We have discovered a nifty Recent Posts Extended widget with more functionality than comes out of the box with WordPress. You can see the widget in action on the sidebar of this (IT) site. There are a handful of configurable options, including defining length of excerpts and displaying thumbnails of featured images. Interestingly, you can also embed the listing on a page: https://library.osu.edu/blogs/it/test-recent-posts-on-a-page/ (not yet styled).

If you would like this widget enabled on your site, please send a request to: https://go.osu.edu/hub

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Release Notes 7.23.2015 http://library.osu.edu/blogs/it/release-notes-7-23-2015/ http://library.osu.edu/blogs/it/release-notes-7-23-2015/#comments Thu, 23 Jul 2015 19:48:08 +0000 reid.419@osu.edu http://library.osu.edu/blogs/it/?p=3100 During our maintenance window this afternoon (4PM) we will be deploying updates to the Hub, we expect downtime to be less than 15 minutes:

  • Added a new Printer Issue form
  • Updates to the IT Service Request form
  • Communications form issue type now defaults to a General Task
  • Removed all fields related to Time Tracking
  • Fixed: Re-Opening a Resolved ticket from the Hub
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Access the July 2015 Issue of “Research Development and Grant Writing News” http://library.osu.edu/blogs/researchcommons/2015/07/22/3993/ http://library.osu.edu/blogs/researchcommons/2015/07/22/3993/#comments Wed, 22 Jul 2015 12:41:51 +0000 agnoli.1@osu.edu http://library.osu.edu/blogs/researchcommons/?p=3993 Visit http://go.osu.edu/grantwritingnews (OSU login required)

Topics this month include:

  • Clarity in the Research Narrative
  • USDA Center of Excellence Justification
  • Explaining the State of the Art: Telling Your Reviewers What They Need to Know
  • Don’t Bury the Lead
  • What NSF Expects to See in Your Narrative
  • Agency News, Reports, & Roadmaps
  • New Funding Opportunities

The Office of Research provides a campus-wide subscription to this excellent newsletter. Ohio State’s subscription permits unlimited distribution within the campus research community with your OSU login. Please feel free to forward this link, http://go.osu.edu/grantwritingnews, to anyone involved in research, i.e., faculty, staff, postdocs, graduate, and/or undergraduate students.

The writers and editors are experts in research/proposal development and this resource should be required reading for anyone preparing a grant proposal. The recommendations are especially helpful to those who are new to grant writing or want to enhance their grantsmanship skills.

Quick Hits

Standing Together: The Humanities and the Experience of War Link
Science and Technology Priorities for the FY 2017 Budget Link
Research.gov Online Grants Management for NSF Community Link
Innovation: An American Imperative Link
Restoring the Foundation: The Vital Role of Research in Preserving the American Dream Link
How Can I Stay Up to Date on New NIH Funding Opportunities? Link
Broader Impact Statements: Are Researchers Thinking Broadly Enough? Link
InformalScience.org Central Portal to Project, Research, and Evaluation Resources Link
AAAS Center for Public Engagement with Science & Technology Link
Interdisciplinary Behavioral and Social Science Research Link
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Sexual Harassment Policy http://library.osu.edu/blogs/osulstaff/2015/07/21/sexual-harassment-policy/ http://library.osu.edu/blogs/osulstaff/2015/07/21/sexual-harassment-policy/#comments Tue, 21 Jul 2015 22:05:40 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3618 On July 29, faculty and staff can attend Sexual Harassment Policy Basics, a workshop dedicated to university policies and procedures related to sexual harassment. This training opportunity is open to all Ohio State employees who are interested in learning more about the university’s sexual harassment policy. Employees can register for the training or review additional training opportunities on this website.  Please contact ohrc@hr.osu.edu or (614) 292-2800 with any questions.

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Student Campus Job Fair http://library.osu.edu/blogs/osulstaff/2015/07/21/student-campus-job-fair/ http://library.osu.edu/blogs/osulstaff/2015/07/21/student-campus-job-fair/#comments Tue, 21 Jul 2015 22:03:59 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3615 NN1

The HR team for University Libraries has registered to attend the 2015 Campus Job Fair to take place on August 27 from 11 a.m. – 3 p.m. in the Ohio Union Archie Griffin Ballroom.  If you have a student position (Federal Work Study or General Funds) that you would like advertised or updated, please email the information to HR Associate, Randall McKenzie (mckenzie.87@osu.edu), by August 14 and we will include the details in the promotional materials.

We also have a limited number of openings for supervisors to be present at our table to recruit and conduct on-site interviews.  If interested in this opportunity, email Randall with your availability and we will accommodate requests until openings are full.

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Hiring Student Employees Information Session http://library.osu.edu/blogs/osulstaff/2015/07/21/hiring-student-employees-information-session/ http://library.osu.edu/blogs/osulstaff/2015/07/21/hiring-student-employees-information-session/#comments Tue, 21 Jul 2015 22:00:59 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3612 The Office of Academic Affairs Service Center is hosting a “Hiring Student Employees Information Session” on Monday, July 27 from 1 – 3 p.m. in the MLK Lounge of Hale Hall (154 W. 12th Ave.).  OAA will be joined by experts from the Graduate School and Federal Work Study Office presenting on documents, tools, and processes surrounding these student appointment types. The OAA HR Service Center team will provide an overview of the hire request steps and the student hiring process.

Please join in this unique opportunity to meet with the experts and gather information and resources to help be successful during the upcoming fall hiring season.  If you are able to attend, please RSVP via the following link to assist with preparation and planning: https://www.surveymonkey.com/r/FJPFGJ3.

Contact Allyse Degenhardt with any questions: Degenhardt.6@osu.edu, (614) 247-4268

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Total Rewards Statements Mailing This Week http://library.osu.edu/blogs/osulstaff/2015/07/21/total-rewards-statements-mailing-this-week/ http://library.osu.edu/blogs/osulstaff/2015/07/21/total-rewards-statements-mailing-this-week/#comments Tue, 21 Jul 2015 21:58:39 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3610 The Office of Human Resources is mailing a Total Rewards Statement to faculty and staff at their home addresses. These statements are a customized look at Ohio State’s investment in each individual and the personal value received by working at Ohio State. Each statement includes information on compensation, benefits and other rewards that faculty and staff receive from Ohio State for the current and preceding year.

Statements will be mailed this week to all regular and term faculty and staff with an appointment of 50% or greater FTE. This does not include student employees, employees with fellowship appointments, temporary employees or faculty and staff with less than a 50% appointment.  Other resources available include additional information and a frequently asked questions page.

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Staff Appreciation Week Activities: July 20-24 http://library.osu.edu/blogs/osulstaff/2015/07/21/staff-appreciation-week-activities-july-20-24/ http://library.osu.edu/blogs/osulstaff/2015/07/21/staff-appreciation-week-activities-july-20-24/#comments Tue, 21 Jul 2015 21:55:35 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3608 Staff Appreciation Week is a celebration to thank Ohio State staff members for their contributions to the university. During the week, the university recognizes the thousands of Ohio State staff members and their dedication to advancing the university’s mission. In appreciation of the great achievements of Ohio State staff, the university will be hosting campus-wide staff appreciation activities July 20-24.

  • July 19: Columbus Crew SC Game (discount tickets available)
  • July 19, 21 and 23: Chadwick Arboretum Tours and Events
  • July 20, 1-4 p.m. (brief program at 1:20 p.m.): Ice Cream Social on the Oval
  • July 21 and 23: Ohio Stadium Tours
  • July 22 and 23: Ohio State Planetarium Show
  • July 26: Columbus Clippers Game (discount tickets available)

Additional promotions and discounts are available for Ohio State employees. A full list of activities and detailed information is on the Human Resources website.

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GEO LIB New Book Shelf week of 7-20-15 http://library.osu.edu/blogs/geology/2015/07/20/geo-lib-new-book-shelf-week-of-7-20-15/ http://library.osu.edu/blogs/geology/2015/07/20/geo-lib-new-book-shelf-week-of-7-20-15/#comments Mon, 20 Jul 2015 19:33:57 +0000 dittoe.1@osu.edu http://library.osu.edu/blogs/geology/?p=524 TITLE GSA Special Paper no. 511 entitled, The origin, evolution, and environmental impact of oceanic large
igneous provinces
/ edited by Clive R. Neal, William W. Sager,
Takashi Sano, Elisabetta Erba.
IMPRINT Boulder, Colorado, USA : The Geological Society of America, 2015.
CALL # QE1 .G34413 no.511.

TITLE Earth science / Edward J. Tarbuck, Frederick K. Lutgens ;
illustrated by Dennis Tasa.
IMPRINT Upper Saddle River, N.J. : Prentice Hall/Pearson, ©2012.
GENRE/FORM Textbooks. fast (OCoLC)fst01423863.
CALL # QE26.3 .T38 2012.

TITLE Applications and investigations in Earth science /
Edward J. Tarbuck, Frederick K. Lutgens, Dennis Tasa ; illus. by Dennis Tasa.
IMPRINT Boston : Prentice Hall, c2012.
GENRE/FORM Handbooks, manuals, etc. fast (OCoLC)fst01423877.
CALL # QE44 .T37 2012.

TITLE Rockhounding California : a guide to the state’s best
rockhounding sites
/ Gail A. Butler ; updated by members of the
California Federation of Mineralogical Societies, compiled by
Shep Koss.
IMPRINT Guilford, Conn. : Falcon Guides, c2012.
GENRE/FORM Guidebooks. fast (OCoLC)fst01423871.
CALL # QE445.C2 B88 2012.

TITLE Rockhounding Nevada : a guide to the state’s best rockhounding
/ William A. Kappele.
IMPRINT Guilford, Conn. : FalconGuides, c2011.
GENRE/FORM Guidebooks. fast (OCoLC)fst01423871.
CALL # QE445.N3 K36 2011.

The following eBooks can be found online:

TITLE Earth’s deep history : how it was discovered and why it matters /
Martin J.S. Rudwick.
IMPRINT Chicago ; London : University of Chicago Press, [2014]
IMPRINT ©2014.
GENRE/FORM History. fast (OCoLC)fst01411628.
GENRE/FORM Electronic books.
CALL # QE11 .R827 2014eb.

TITLE Remote sensing for geoscientists : image analysis and integration
/ Gary L. Prost.
IMPRINT Boca Raton [Florida] : CRC Press, [2013]
IMPRINT ©2014.
GENRE/FORM Geographic information systems. fast (OCoLC)fst01752691.
GENRE/FORM Electronic books.
CALL # QE33.2.R4 P76 2013eb.

TITLE Wavelets and fractals in earth system sciences /
editors E. Chandrasekhar, V.P. Dimri, V.M. Gadre.
IMPRINT Boca Raton : CRC Press, [2014]
IMPRINT ©2014.
GENRE/FORM Electronic books.
CALL # QE33.2.W38 W38 2014eb.

TITLE A key for identification of rock-forming minerals in thin section
/ Andrew J. Barker, University of Southampton, UK.
IMPRINT Leiden, The Netherlands : CRC Press/Balkema, 2014.
IMPRINT ©2014.
GENRE/FORM Guidebooks. fast (OCoLC)fst01423871.
GENRE/FORM Electronic books.
CALL # QE397 .B37 2014.

TITLE Principles of mathematical petrophysics / John H. Doveton,
Kansas Geological Survey.
IMPRINT Oxford ; New York : Oxford University Press, [2014]
IMPRINT ©2014.
GENRE/FORM Electronic books.
CALL # QE431.6.P5 D68 2014eb.

TITLE Flow in porous rocks : energy and environmental applications /
Andrew W. Woods.
IMPRINT Cambridge, England : Cambridge University Press, 2015.
IMPRINT ©2015.
GENRE/FORM Electronic books.
CALL # QE431.6.P6 .W663 2015eb.

TITLE Large igneous provinces / Richard E. Ernst,
Department of Earth Sciences, Carleton University & Ernst Geosciences.
IMPRINT Cambridge, England : Cambridge University Press, 2014.
IMPRINT ©2014.
GENRE/FORM Electronic books.
CALL # QE461 .E76 2014eb.

TITLE Volcanic ash : chemical composition, environmental impact, and
health risks
/ Danielle Graver, editor.
IMPRINT New York : Novinka, [2015]
IMPRINT ©2015.
GENRE/FORM Electronic books.
CALL # QE461 .V615 2015eb.

TITLE Intraplate earthquakes / edited by Pradeep Talwani, University of South Carolina.
IMPRINT New York : Cambridge University Press, 2014.
IMPRINT ©2014.
GENRE/FORM Electronic books.
CALL # QE511.4 .I57 2014eb.

TITLE Volcanic eruptions : triggers, role of climate change, and
environmental effects
/ Trent Milburn, editor.
IMPRINT New York : Nova Publishers, [2015]
IMPRINT ©2015.
GENRE/FORM Electronic books.
CALL # QE522 .V63 2015eb.

TITLE Volcanism and global environmental change / edited by
Anja Schmidt, University of Leeds,
Kirsten Fristad, NASA Ames Research Center,
Linda Elkins-Tanton, Arizona State University.
IMPRINT New York : Cambridge University Press, 2015.
GENRE/FORM Electronic books.
CALL # QE522 .V64 2015.

TITLE The Finite-Difference Modelling of Earthquake Motions : Waves and Ruptures.
IMPRINT Cambridge : Cambridge University Press, 2014.
IMPRINT ©2014.
GENRE/FORM Electronic books.
CALL # QE539.2.M37 M63 2014.

TITLE Debris flow : mechanics, prediction, and countermeasures /
Tamotsu Takahashi.
IMPRINT Boca Raton, Florida : CRC Press, [2014]
IMPRINT ©2014.
GENRE/FORM Electronic books.
CALL # QE599.A1 .T353 2014eb.

TITLE Environmental organic chemistry / René P. Schwarzenbach,
Philip M. Gschwend, Dieter M. Imboden.
IMPRINT Hoboken, N.J. : Wiley, ©[2003]
IMPRINT ©2003.
GENRE/FORM Electronic books.
CALL # TD196.O73 S39 2003.

The following journals can be found online:

Geochemistry: Exploration, Environment, Analysis
May 2015; Vol. 15, 2-3
The latest content is now online.

Geological Society, London, Special Publications
Geoethics: the Role and Responsibility of Geoscientists
2015; Vol. 419
The latest content is now online.

Geological Society, London, Special Publications
Microbial Carbonates in Space and Time: Implications for Global Exploration and Production
2015; Vol. 418
The latest content is now online.

Journal of Micropalaeontology
July 2015; Vol. 34, 2
The latest content is now online.

Journal of the Geological Society
July 2015; Vol. 172, 4
The latest content is now online.

Paleontological Institute
Paleontological Contributions no.12
A new rhizangiid genus from the Miocene of North America .
The paracladistic approach to phylogenetic taxonomy.

Petroleum Geoscience
July 2015; Vol. 21, 2-3
The latest content is now online.

Proceedings of the Yorkshire Geological Society
May 2015; Vol. 60, 3
The latest content is now online.

Quarterly Journal of Engineering Geology and Hydrogeology
May 2015; Vol. 48, 2
The latest content is now online.

Paleontological Institute
Treatise online, Part V, Revision 2, Chapter 11
Graphtolite Preparation and Illustration Techniques 2015.

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From the Director – July 20, 2015 – ALA Technical Services/Collections Report http://library.osu.edu/blogs/osulstaff/2015/07/20/from-the-director-july-20-2015-ala-technical-servicescollections-report/ http://library.osu.edu/blogs/osulstaff/2015/07/20/from-the-director-july-20-2015-ala-technical-servicescollections-report/#comments Mon, 20 Jul 2015 11:00:34 +0000 batts.8@osu.edu http://library.osu.edu/blogs/osulstaff/?p=3603 Prior to each LA Annual Conference, the ALA ALCTS “Big Heads” groups create reports to be shared with their colleagues.   What follows is the report submitted by Karla Strieb on behalf of OSU.

ALA Annual Report, 2015
ALCTS CMDS Chief Collection Development Officers of Large Research Libraries
ALCTS Technical Services Directors of Large Research Libraries


The Libraries do not expect confirmation of the FY16 budget until late summer but with the university’s current focus on college affordability, no increase to the base materials budget of $12,271,128 is expected this year. Supplemental funds continue to be provided from revenues from licensing university trademarks (e.g. for logo apparel and other items) as well as endowments and gifts. We are currently reviewing continuations and will trim low use and duplicative resources to keep the budget in balance; we also expect to use trademark and other one-time funds to help support the purchase of large ebook packages and other digital collections in the coming year.

Staffing and Organizational Structures:

Emily Shaw has been working since August 2014 as Head of Preservation and Reformatting. She has brought a broad preservation perspective to the OSU Libraries with particular strengths in digital preservation and reformatting which have been of great assistance in advancing our burgeoning Digital Initiatives.

Special Collections Description and Access continues to implement a new structure encompassing both special collections cataloging and processing. A new cataloging coordinator has been hired along with two new special collections catalogers. Two term processing coordinators were hired and are being deployed to help with special projects relating to implementation of a third party storage contract for boxed special collections (AssureVault) and our ongoing implementation of ArchivesSpace.

The University Libraries is in the process of searching for up to three Mary P. Key Diversity Residents. The two-year residencies (visiting faculty appointments) are being considered for Metadata Transformation, Latin American Studies, and Digital Research Services for the Arts and Humanities. (see http://library.osu.edu/about/jobs/diversity-residents) The Mary P. Key Residency program has launched many fine librarians into careers at OSU and elsewhere (including Dracine Hodges who will be representing OSU Libraries at Tech Service Directors and current ALA president, Courtney Young).

Digital Content Services (publishing and repository services) has new, remarkable interim co-leaders in Melanie Schlosser and Maureen Walsh following the retirement of Tschera Connell. Two staff vacancies in the program offer opportunities to rethink workflows and expertise as the Libraries are in the process of hiring a Projects Coordinator and a Partner Relations Coordinator. Recruitment and hiring should be complete and the unit fully staffed again by the Fall.

The Libraries is currently recruiting for an experienced librarian to serve as our Electronic Resources Officer. The position manages acquisitions and licensing of e-resource and serial collections, whether acquired directly for OSU or through our consortia, OhioLINK and the CIC. Four to five staff report to the position. See https://library.osu.edu/document-registry/docs/556/stream or catch Dracine Hodges here at ALA for more information. Candidate review will begin after July 19, 2015.

Our Special Collections area is seeing staffing reconfigurations and recruitments relating to the end of June retirement of Geoff Smith, our long-time head of Rare Books. With Geoff’s retirement, Eric Johnson (Curator of Early Books and Manuscripts) will be assuming some new responsibilities as our lead curator for the Rare Books and Manuscripts Library. In addition we will be shortly launching a search for a curator for American Literature to work with our very strong special collections in North American fiction and related areas.

Another transition is under way in advancing our support for Japanese Studies. Maureen Donovan, who built OSU Libraries’s outstanding collections of manga, Japanese business histories, and other vernacular collections in Japanese, retired at the end of May. We are in the process of appointing a new faculty librarian to advance this area.

Building collections

General collections:

The Libraries continue to pursue an e-preferred policy for general collections, purchasing large publisher-based e-book packages rather than a traditional comprehensive approval plan and using a DDA plan as a supplemental approach to our individual e-book purchasing. We recently agreed to participate in a pilot project sponsored by DeGruyter and Lyrasis to test a business model for acquiring all frontlist e-books (i.e. including titles that may be subject to course adoption); our participation in the pilot will extend to Harvard, Princeton, and Columbia university presses and will continue through December 2016.

Without inflation funding, FY15 big ticket purchases concentrated on content that required minimal continuing commitments. However, a planned spend down of a reserve fund of $1 million plus an annual allocation of funds from OSU trademark licensing provided a substantial pool of cash. New priorities for content purchases were identified and implemented: Particular priority was given to digital primary source collections and to purchases of multiple products from large vendors to motivate maximum price discounting, vendors supporting text and data mining of collections, consortial opportunities, and vendors archiving digital collections with Portico. Collections strategy is also seeking to build out collections that synergize with OSU Libraries’ strengths in special collections.

Special collections selected highlights:

The Libraries leveraged our rich University Archives, cartoon, and congressional collections in exhibits and collaborative programming that recognized the 50th anniversary of the Civil Rights Act of 1964. Remembering the Act: Archival Reflections on Civil Rights was offered in the Thompson Gallery and drew 1059 viewers, while The Long March: Civil Rights in Cartoons and Comics at the Billy Ireland Cartoon Library & Museum saw 2926 visitors. These exhibits initiated campus-wide conversations including collaborative hosting of a screening of the film, A Letter from Birmingham Jail and of the program “March: An Evening with Congressman John Lewis, Nate Powell, and Andrew Aydin, with special guests Sweet Honey in the Rock”, attended by over 500 people.

OSU Libraries’ Rare Books and Manuscripts Library partnered with University of South Carolina to develop manuscriptlink, an interactive site that brings together fragmentary medieval manuscript holdings from a diversity of collections in an effort to virtually reconstruct previously lost medieval codices. The project has over 82 committed institutional partners across North America, Europe, and Australia to build a digital “collective collection” of virtual manuscripts from ca. 800 to ca. 1600.

OSU Libraries’ Jerome Lawrence and Robert E. Lee Theatre Research Institute received the Jesse and Rochelle Shereff Gilbert and Sullivan Collection. Of the five major G&S private collections in the U.S., two have been donated to the Libraries, opening the way for G&S collection collaborations with George Mason University and other institutions to which remaining members of the collector network may already be committed.

The Jerome Lawrence and Robert E. Lee Theatre Research Institute received the large, world class, Ralph MacPhail Jr. Howdy Doody Collection which documents the history of puppetry in the media, hugely successful children’s television programming, merchandising and licensing, and the legacy of words like “Kowabunga” and “Peanut Gallery”. As with our other TRI collections, this collection is already embedded in performing arts teaching on campus.

The Byrd Polar and Climate Research Center Archives received an additional 20 c.f. to the Papers of Sir George Hubert Wilkins from the Ross Family (Winston Ross was Wilkins’ secretary). Wilkins was renowned for his work as a WWI photographer and his achievements as a polar explorer including being the first to fly over the South Pole and the first to pilot a submarine under the North Pole. (also check out this new trailer for National Film Preservation Fund restoration work on film found in the Polar collection: http://vimeo.com/106352841)

Enhancing collections storage

To accommodate ongoing collection growth in special and general collections, the OSU Libraries have implemented a new contract for local, third-party storage with the AssureVault service of HF Group. The storage provided by AssureVault houses only low-use, containerized special collections materials in high-quality environmental conditions. Initial ingest of an estimated 25,000 cubic ft. of OSU Libraries’ special collections took place in March and April 2015. Materials held in a swing space on campus plus selected materials from the main library and our high density storage facility went into the leased space. Collections from University Archives (part of the University Libraries) and collections from our Theater Research Institute and our Rare Books and Manuscripts Library were sent (we have adequate local storage for cartoon collections in our new Billy Ireland Cartoon Library and Museum facility). The contract is expected to extend for 5-10 years with the hoped-for conclusion of the construction of a third module for the Libraries current high density storage facility.

The Libraries also engaged in a feasibility study for construction of a third module for its own high density storage facility. The study was completed in March and evaluated the appropriate costs and tradeoffs for a roughly 19,000 SF footprint to house roughly 3 million volume equivalents in high bay shelving. Shelving type (fixed vs. movable) and fire suppression options were explored. The study will support a request for state funding through OhioLINK in fall 2015.

Shared Print

OSU continues to deduplicate print volumes against secured titles in the CIC Shared Print Repository (SPR). Deduplication against secured CIC collections has removed more than 40,000 volumes from the collection so far. Analysis of OSU serial holdings for contribution to the SPR is being done by CIC in conjunction with CRL. We’re hoping to be asked to supply further volumes to the shared collection.

Enhancing collection access

Thompson Circulation and Interlibrary Services launched a pilot service in January to deliver items to users residing out of state. The service is available to all patrons but is being promoted to distance learners by OSU’s Office of Distance Education and E-Learning.

InterLibrary Services continues to work with our special collections units to expand appropriate lending of special collections. Currently the Theatre Research Institute, Hilandar Research Library, the Rare Books and Manuscripts Library and Billy Ireland Cartoon Library and Museum are selectively fulfilling article requests from their collections.

The Libraries has recently completed its provision of monographic materials from its special collections to Google as part of its contributions to the scanning partnership. Scanning of other types of monographic materials from general collections continues. We are also looking at how to complement the Google scanning with in-house reformatting projects to increase conversion of monographs from our collections.

Digital Initiatives

The Libraries launched a project to retrospectively scan its masters thesis holdings. Two (of three) shipments have gone out to the vendor contracted to scan 30,000 print masters theses back to the 1960’s (2008 to present are born digital). Cost per volume is about $10.The reformatted theses will be delivered later this year via the OhioLINK ETD Center which houses born-digital theses and dissertations as well as reformatted dissertations (copies purchased from ProQuest).

We are in the planning stages of a project to digitize around 1,000 volumes of rare Ottoman Turkish and early Arabic and Persian printed texts. We are looking to work with the Internet Archive as the scanning vendor. This will be our first effort to address “Google rejects”, and scanned volumes will be passed through from IA to be deposited into HathiTrust. Since OCR will likely be impossible on most of these documents, and since we have the necessary cataloging and language expertise in house, we will be take the time to enhance the bibliographic metadata for each prior to digitization. We will also pilot use of the Marc 583 field for this project.

ArchivesSpace implementation is well underway. The platform is in local production; staff have been trained; and several special collections are accessioning new items. Planning is underway for migration of metadata from our catalog, the OhioLINK ETD center, and PastPerfect. We plan for all special collections to be brought into this management environment. Special Collections Description and Access is leading the implementation, supporting metadata migration and creation, and providing training support to special collections units.

The Libraries is transitioning to a new digital collections environment that includes a Fedora repository in addition to the DSpace-based IR we have been managing for years. Branded as the Master Objects Repository, the new Fedora repository will greatly enhance our ability to curate, manage and preserve the Libraries’ digital collections, and enable us to move away from the smattering of siloes in which we have managed (or simply parked) content in the past. One task force is currently developing a disposition matrix for determining “what goes where” and defining workflows for ingesting collections into the new repository environment, and another is defining levels of preservation for different classes and content and developing a plan for long-term preservation at these different levels.

The Libraries has also launched a new image management system using a modification of Sufia with a Fedora repository. Metadata is Dublin Core with additional elements from VRA Core to make visual materials from the Libraries’ collections available for research. Image Collections include photographs, art works, images of artifacts and objects, manuscripts, and other resources that express information visually. Our first featured Image Collections include cartoon art from the Billy Ireland Cartoon Library and Museum and photographs and other images related to polar exploration and global climate system science from the Byrd Polar and Climate Research Center Archival Program.  Materials in the Image Collections are scanned from original materials in the Libraries’ collections or were acquired as digital images. The staff side offers a full-range of collection management functions, including batch importing, metadata editing, configuring viewing permissions, etc.

Scholarly Communication – Repository/Publishing Programs and Copyright

The Ohio State University Libraries has signed the COAR statement against Elsevier’s sharing policy. This stance reflects the concerns that led our Libraries’ faculty to adopt an open access policy requiring deposit of our (Libraries) faculty article in our institutional repository. The open access policy is at http://library.osu.edu/staff/faculty-documents/OpenAccessResolution2012.pdf

Recent highlights from publishing program –

  • Public release: Sidney Chafetz Print Catalogue Raisonné
  • First issue: International Journal of Screendance
  • A first, the summer 2014 issue of Disability Studies Quarterly included a book review published in English and American Sign Language, and a reflection by the author on the process of simultaneously writing/recording a review in multiple languages.
  • The Libraries are in on-going conversations with the Moritz College of Law regarding the archiving and potential publishing of five law journals. We are currently completing the archiving of The Ohio State Law Journal which began publishing in 1935 and we will be archiving two additional law journals this summer.

OSU Libraries has joined CrossRef and can now assign DOI’s to items in our publishing program workflows.

OSU Libraries’ Copyright program continues to flourish with a new hire to support copyright needs of distance and online learning. The Libraries are now contributing copyright analysis with the support of two staff from Acquisitions and Collections Description and Access through our participation in the new IMLS Grant to University of Michigan Libraries to continue copyright determinations for HathiTrust materials using the Copyright Review Management System.

A new license policy for Libraries web pages will be implemented over the next year. Creative Commons license statements will be added to the Libraries’ web pages.

Lots of great resources (including tutorials, videos, and handouts) have been added during the past year to the Libraries’ Copyright Resources Center web site at go.osu.edu/copyright.

Technical Services

A little bragging – As reported by OCLC in their recent annual report, OSU Libraries are once again among the top ten libraries in the world in production of original cataloging records due in part to recent initiatives to enhance access to theses and dissertations. OSU Libraries was also in the top ten of resource sharing libraries.

Swets Bankruptcy – Following the announcement last fall, over a thousand serial orders needed to be reviewed and revended (no substantial balance of funds was held by Swets). Most orders were previously split between the three main vendors. In addition to general revending, the Libraries used the situation to review several hundred print journal orders for cancellation or conversion to electronic format. Ultimately 1,276 orders were re-vended, 127 orders were cancelled; others were converted from print to electronic whenever possible.

Enhancing sharing of our documentation – We are in the midst of a local initiative to review all of our web resources and documentation for technical services activities. In addition to reorganizing the distribution of content between platforms to make it easier for our colleagues to find our documentation, substantial review and updating of policy documents have been occurring through the past year. All documentation across the division is expected to have been reviewed, updated, or retired by the end of the calendar year.


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Hacking the Humanities http://library.osu.edu/blogs/dhstudygroup/2015/07/17/hacking-the-humanities/ http://library.osu.edu/blogs/dhstudygroup/2015/07/17/hacking-the-humanities/#comments Fri, 17 Jul 2015 17:38:59 +0000 falls.15@osu.edu http://library.osu.edu/blogs/dhstudygroup/?p=77 Interesting and recent article about the notion of time, learning and the digital. It describes some of the thought process that those engaging in DH in the classroom go through as they are working with students.


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Notes from the 2nd meeting http://library.osu.edu/blogs/dhstudygroup/2015/07/14/notes-from-the-2nd-meeting/ http://library.osu.edu/blogs/dhstudygroup/2015/07/14/notes-from-the-2nd-meeting/#comments Tue, 14 Jul 2015 19:53:48 +0000 falls.15@osu.edu http://library.osu.edu/blogs/dhstudygroup/?p=78 Readings coming out of grant-funded projects geared towards teaching graduate students at their institutions about DH.

These two structures can serve as a template. As these projects become more common and librarians get more involved, we can inform people about what DH work is happening here and how it’s being done. If working with someone on a mapping project, for example, can ask them to write up a brief ‘How this was done’ thing afterwards to inform other people.

Liked the approach of ‘if you want to do this kind of project, these are the tools to look at, and here are the skills you will need.’ But wanted a flow chart starting from either inputs or outputs – that would make it more manageable.

Can we use this template for outreach or to help users? Can see building a suite of tools. Might be interesting to start a Google Doc with a list of projects on campus and we each go in and populate it. It’s a natural fit for the Libraries – we are a clearinghouse for information. It would drive conversations. Using templates like this allows us to situate ourselves as consultants, which is a critical role on campus.

What kinds of projects are coming to us? All kinds! GIS, data mining, creating timelines, storytelling, digital editions.

Emerging themes from the conversation:

  • Communicating what people are already doing,
  • what tools should I know about and how do I use them,
  • what now becomes possible to do using these tools to extend traditional research programs or do something entirely new.

How do we reach out to people who are already doing this stuff? Ask them to present! It is increased visibility for them, and can help people identify collaborative opportunities.

Artstor blog post: Challenging us to think about access and discoverability of these types of projects. It’s a call-to-action to us to identify what is happening on our campus.

It’s a tough problem because people often have good reasons for not wanting to use the standards. Rather than making everybody use the same tools, we can leverage linked open data to build relationships across terms.

There is an educational role for librarians to make sure that they are at least making informed decisions, and not just doing their own thing because they don’t know that there are standards or what are the benefits of using them.

Is it OK for the Libraries to just let it be and let people come to things as they will, or do we have a mandate to provide deeper access?

Role for libraries as an authorizing agent? Create authorizing streams for content. [Sounds like he is talking about the kind of aggregating and filtering that PressForward was created to help with.]

How would we respond to this post? We are challenging the idea that there aren’t community-generated controlled vocabularies – it’s more that people aren’t using them. What you need is a community of shared disciplinary practice.

The ‘digital’ side of DH is intimidating if you don’t have the programming skills, or know how to acquire them or find someone who has them. As a librarian, how technical to get? It can be helpful just to have an idea of what kinds of skills will be required for projects, even if we don’t have them, because it informs our consultant role. It’s like peeling an onion!

Next steps/ possible deliverables:

  • Create a document using Paige Morgan’s list as a template where we can add examples of projects we know about on campus.
  • Can also gather tutorials, etc, that will give people places to go to learn the necessary skills.
  • Can have small groups of people learn to use specific tools and then share with the rest of us.
  • Can compile a list of the skills that are needed for DH – based on what researchers are asking us for – to see what we might step in and provide.
  • A list of questions to ask if someone comes to us with a DH project.


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For Archives, it’s pretty fabulous to be 50 http://library.osu.edu/blogs/archives/2015/07/14/for-archives-its-pretty-fabulous-to-be-50/ http://library.osu.edu/blogs/archives/2015/07/14/for-archives-its-pretty-fabulous-to-be-50/#comments Tue, 14 Jul 2015 18:36:07 +0000 drobik.5@osu.edu http://library.osu.edu/blogs/archives/?p=5008 anniversary_emblem_fullsizeEveryone always complains about getting old, but here at the Archives, we found that turning 50, at least, can be one heck of a good time.

We had more than 300 people help us celebrate this important milestone during our Anniversary Open House event on May 14. Our guests were treated to a wide array of artifacts, a viewing of historical campus film footage, and fine food and drink.

If you attended the event, you may have noticed guests who took the opportunity to sit on OSU Football Coach Woody Hayes’ Couch (as seen in the upper-right-hand corner of this blog) and share their favorite memories of attending or working at OSU. Check it out!

To see how really spectacular the event was, please see the Archives’ Flickr Gallery.

You can also revisit the 50 artifacts that were on display during the event in a new interactive story map, designed by Josh Sadvari of the Research Commons.

University Archives' 50th Anniversary Story Map

University Archives’ 50th Anniversary Story Map

We truly appreciate all of our supporters who attended our Anniversary event.  If you were not able to make it, we hope this post has given you an opportunity to see what was missed.  And, if you are interested in donating to the Archives, you can do so through our Paul E. and Sandy Watkins Endowment for University Archives.

See why your support is so important to our mission in a message written by University Archivist Tamar Chute.

And finally, if you just want to take a look at cool old photos of OSU, check out our Flickr page!

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Enrollment Opens for Autumn Term Dependent Tuition Assistance http://library.osu.edu/blogs/osulstaff/2015/07/14/enrollment-opens-for-autumn-term-dependent-tuition-assistance/ http://library.osu.edu/blogs/osulstaff/2015/07/14/enrollment-opens-for-autumn-term-dependent-tuition-assistance/#comments Tue, 14 Jul 2015 14:24:24 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3600 The Ohio State University offers eligible employees and their dependents the opportunity to advance their education at Ohio State. For dependent tuition assistance, applications must be submitted each term. Autumn 2015 term enrollment window opens Monday, June 29, and closes Friday, August 28. Faculty and staff can apply online using Employee Self Service or paper applications.

 What you need to do:

Direct questions to the Office of Human Resources Customer Service Center at service@hr.osu.edu or 614-292-1050.

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library.osu.edu Page Review Project: We Need Your Help http://library.osu.edu/blogs/osulstaff/2015/07/14/library-osu-edu-page-review-project-we-need-your-help/ http://library.osu.edu/blogs/osulstaff/2015/07/14/library-osu-edu-page-review-project-we-need-your-help/#comments Tue, 14 Jul 2015 14:20:35 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3593  

The Web Governance Committee (WGC) has been charged with reviewing the library.osu.edu website to make sure content is still relevant, up-to-date, and accurate. Right now, we are focused on inventorying pages that haven’t been updated in a while. Does the page need to be updated, unpublished, or assigned to a new owner?

To answer these questions, if you are a page owner, we will contact you in the next week or so to request assistance in the review. We appreciate that this effort may be tedious, so to make it as easy as possible, we have created a list of pages by division in CarmenWiki with direct links to their location on library.osu.edu. All you will need to do is click the link. We will also provide detailed instructions via email and in CarmenWiki.

WGC would like to remind everyone that OSUL has established guiding principles  and standards  for our websites. Please keep these guidelines in mind as you maintain your web pages and remember that library.osu.edu may not be the most appropriate location for your content.

Please note that subject pages are not part of this review as those pages are part of the LibGuides project.

If you have questions about the review project, please contact Beth Snapp (snapp.6@osu.edu), Chair of WGC.

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Request for Proposals: “The Global Midwest” http://library.osu.edu/blogs/researchcommons/2015/07/14/3967/ http://library.osu.edu/blogs/researchcommons/2015/07/14/3967/#comments Tue, 14 Jul 2015 13:33:29 +0000 Joshua Sadvari http://library.osu.edu/blogs/researchcommons/?p=3967 The OSU Humanities Institute will be accepting applications for funding from cross-institutional teams of faculty and graduate students wishing to collaboratively pursue research topics related to “The Global Midwest.”

This funding opportunity is made possible through the “Humanities Without Walls” initiative, which aims to “create new avenues for collaborative research, teaching, and the production of scholarship in the humanities, forging and sustaining areas of inquiry that cannot be created or maintained without cross-institutional cooperation.”  The Humanities Without Walls consortium, which is led by the Illinois Program for Research in the Humanities (IPRH) at the University of Illinois Urbana-Champaign, links the humanities centers of 15 universities in the Midwest and beyond, including Ohio State.

An Andrew W. Mellon Foundation grant ($3,000,000) awarded to IPRH is geared toward funding two Humanities Without Walls initiatives:

  • Development of summer workshops for pre-doctoral students in the humanities who intend to pursue careers outside the academy
  • Research projects undertaken by cross-institutional teams of faculty and graduate students focusing on a grand challenge: “The Global Midwest”

The latter initiative aims to “stimulate collaborative research that rethinks and reveals the Midwest as a key site – both now and in the past – in shaping global economies and cultures.”

For more information about this opportunity, visit: Humanities Without Walls Call for Proposals.

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HAPPY BIRTHDAY JERRY http://library.osu.edu/blogs/theatre-research-institute/2015/07/14/happy-birthday-jerry/ http://library.osu.edu/blogs/theatre-research-institute/2015/07/14/happy-birthday-jerry/#comments Tue, 14 Jul 2015 12:49:08 +0000 Orville Martin http://library.osu.edu/blogs/theatre-research-institute/?p=668 Jerome Lawrence’s Big 100: A Celebration of the Individual
Jerome Lawrence portrait

Jerome Lawrence’s Big 100: A Celebration of the Individual

by Cecelia Bellomy

In an interview with Jerome Lawrence and long-time writing partner Robert E. Lee, conducted by head of Thompson Library Special Collections, Nena Couch, Lawrence quotes a line from John Donne’s famous poem, “No Man Is an Island.” “I am involved in mankind,” Lawrence recites, and it is clear from the legacy he has left behind on the 100th anniversary of his birth, that this author’s involvement with humanity has left an indelible stamp on the stage, screen, airwaves, and most importantly, the hearts and minds of multiple generations of theatregoers.

Jerome Lawrence “always wanted to be a writer,” as he confesses in the same interview for Studies in American Drama (Couch). Born Jerome Lawrence Schwartz, he grew up in Cleveland, Ohio. His father Samuel owned a printing press, his mother Sarah wrote poetry, and his sister Naomi was an actress. Based on their occupations alone, it is easy to see that Lawrence’s upbringing encouraged creative and intellectual expression.

He received a bachelor’s degree from the Ohio State University in 1937. While attending OSU, Lawrence was involved in many theatrical productions as an actor. He was also a writer for the student newspaper and the student radio station. He even published his first play during his undergraduate career: Laugh, God!, published in the timely Six Anti-Nazi One Act Plays (1939).

After graduating, Lawrence worked as the director of summer stock for multiple theatre companies, a reporter, and editor for multiple small-town newspapers and one radio station. It wasn’t until after earning a graduate degree from the University of California, Los Angeles, that Lawrence really began breaking into the writing world. He began working in New York and Los Angeles, writing for CBS and Paramount.

Though Lawrence and Lee were born and educated approximately thirty miles apart (Lee was born in Elyria, Ohio and attended Ohio Wesleyan University), and their similar careers writing for the radio brought them both to New York, the two men didn’t meet until January, 1942. Their partnership was immediate. They collaborated on several radio plays, the first of which, “Inside a Kid’s Head,” aired on the experimental Columbia Workshop. Lawrence and his partner Lee’s burgeoning writing careers were put on hold, however, as the partners turned their focus toward the War effort.

Lawrence and Lee became Expert Consultants to the Secretary of War during World War II and co-founded the Armed Forces Radio Service for which Lawrence was a correspondent in North Africa and Italy. Additionally, Lawrence and Lee wrote and directed official Army-Navy programs for D-Day, VE Day, and VJ Day.

After a few halting post-war years, the collaboration between Lawrence and Lee began to truly soar. The musical Look Ma, I’m Dancin’!, for which the duo wrote the book, opened in 1948 with good reception. Lawrence and Lee also continued collaborating regularly for the radio, writing “299 broadcasts of notable musical theatre works for the weekly series, The Railroad Hour” (Woods xiii). And that is just one program for which the pair wrote during this time.

It was during the next several years in which Lawrence, with Lee, wrote the plays and musicals for which he is still remembered today. The partners showed a true knack for versatility from the light-hearted comedy musical Mame (1966) to the serious, topical, straight drama, Inherit the Wind (1955), which used the famous Scopes Monkey Trial to address the individual’s right to think freely. Other famous plays and musicals written by the duo include Shangri-La (1956), The Gang’s All Here (1959), and First Monday in October (1975).

On their writing technique, the duo claimed they oftentimes could not remember who wrote what. They also employed a “UN veto” in which either had the power to veto a creative idea but only if the dissenter could come up with a better replacement.

Despite their critical success on Broadway, Lawrence and Lee co-founded the American Playwrights Theatre, based in Columbus, Ohio, to attempt to bypass the ever-more stringent rules and regulations of Broadway. By connecting new scripts by new writers to theatres outside New York, the APT was instrumental in the regional theatre movement of the second half of the twentieth century. Lawrence and Lee’s Vietnam War-commentary, The Night Thoreau Spent in Jail (1970), made its debut through APT.

In 1972, Lawrence and Lee wrote a play on the life of Columbus playwright and humorist James Thurber. Jabberwock: Improbabilities Lived and Imagined by James Thurber in the Fictional City of Columbus, Ohio premiered at the opening of the Thurber Theatre at Ohio State. The duo also founded the Margo Jones Award, now administered by OSU Libraries’ Lawrence and Lee Theatre Research Institute, to honor citizens-of-the-theatre who have demonstrated a significant impact, understanding, and affirmation of the craft of playwriting, with a lifetime commitment to the encouragement of the living theatre.

Though Jerome Lawrence is most known for his work with Robert E. Lee, he did some solo work throughout his career, including the play Live Spelled Backwards (1966) and the book Actor: The Life and Times of Paul Muni (1975).

Always interested in expanding theatre education for young people, Lawrence taught at universities across the country, including the University of Southern California. Lawrence passed away at the age of 88 on February 29th, 2004 from complications of a stroke.

Through his life, with the help of Lee, Jerome Lawrence encouraged people to think. Though his body of work is diverse in tone and content, one string stretches throughout—the power and importance of the individual. Throughout Lawrence’s life, from his upbringing in a creative home, to his commitment to expression during World War II, to his varied and provocative playwriting career, he has championed and proven the importance of individual expression for the person and their larger society. With his passing, the world lost a true individual, but on his 100th birthday, we celebrate the legacy he left behind in his work.


Works Cited

Couch, Nena. “An Interview with Jerome Lawrence and Robert E. Lee.”Studies in American Drama 7.1 (1992): 3-18. Web.

Woods, Alan. “General Introduction.” The Selected Plays of Jerome Lawrence and Robert E. Lee. Ed. Alan Woods. Columbus: Ohio State UP, 1995. Ix-Xxiii. Print.


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Staff position open in Digital Content Services http://library.osu.edu/blogs/digitalscholarship/2015/07/13/staff-position-open-in-dcs/ http://library.osu.edu/blogs/digitalscholarship/2015/07/13/staff-position-open-in-dcs/#comments Mon, 13 Jul 2015 18:30:14 +0000 Melanie Schlosser http://library.osu.edu/blogs/digitalscholarship/?p=1728 Interested in supporting digital scholarship? There is a staff position open in the Digital Content Services department, which encompasses the Knowledge Bank and Publishing Programs. An excerpt from the posting:

The Digital Content Services (DCS) Projects Coordinator performs and coordinates production work for Digital Content Services across the repository and publishing programs and multiple software platforms (e.g., DSpace and Open Journal Systems), on multiple simultaneous projects. Production work includes submitting content, creating metadata, HTML layout editing, and providing technical support; designing and documenting workflows, scheduling and supervising production work, facilitating communications, and tracking projects to completion; works collaboratively with the Interim Co-Heads of the Department and other departmental staff; requires an in-depth understanding of the suite of digital content services provided by the department, attention to detail, sound judgment and decision making, and knowledge of related and applicable software programs.

Learn more about the position and apply online at  https://www.jobsatosu.com, job opening 410104. Applications will be accepted through August 2, 2015.

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2nd meetings of the Reading Group tomorrow http://library.osu.edu/blogs/dhstudygroup/2015/07/13/2nd-meetings-of-the-reading-group-tomorrow/ http://library.osu.edu/blogs/dhstudygroup/2015/07/13/2nd-meetings-of-the-reading-group-tomorrow/#comments Mon, 13 Jul 2015 14:40:59 +0000 falls.15@osu.edu http://library.osu.edu/blogs/dhstudygroup/?p=75 Hi there: We will meet tomorrow, July 14 from 1-2 pm to discuss the following two readings:

What does digital humanities work look like?

o   Paige Morgan, “What digital humanists do,” 2013. http://www.dmdh.org/2013/09/what-digital-humanists-do/

o   Miriam Posner, “How did they make that?” 2013. http://dhbasecamp.humanities.ucla.edu/bootcamp/2013/08/28/how-did-they-make-that/

Additionally, if you have time, we could discuss and possibly tweet responses to this post’s author , in that it’s a call to action in some ways–from last week about the relationship of librarians and discovery of digital humanities projects:



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Release Notes: 7.9.2015 http://library.osu.edu/blogs/it/release-notes-7-9-2015/ http://library.osu.edu/blogs/it/release-notes-7-9-2015/#comments Thu, 09 Jul 2015 20:31:15 +0000 reid.419@osu.edu http://library.osu.edu/blogs/it/?p=3086 We’ve got a few things going out during our maintenance window this evening from 5-6PM:

  • Sierra – Expected Downtime: About 15 minutes
    • Server Maintenance
  • Hub – Expected Downtime: less than 15 minutes
    • Fixes for errors that happen after creating a Communications ticket, when viewing a Communications tickets, and when viewing the My Requests page.
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First Aid training being scheduled http://library.osu.edu/blogs/osulstaff/2015/07/08/first-aid-training-being-scheduled/ http://library.osu.edu/blogs/osulstaff/2015/07/08/first-aid-training-being-scheduled/#comments Wed, 08 Jul 2015 21:56:23 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3590 The Libraries will again be offering CPR/First Aid/AED training for faculty, staff and students.  Sessions are being arranged for late July or early August, with one session at the Thompson Library and one at the Tech Center.  Each session will last approximately 5 ½ hours, and is free.

If you are interested in attending, please contact Security Manager Brent Lewis, 292-5069 or lewis.1834.

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Painting Work Scheduled for the Geology Library http://library.osu.edu/blogs/osulstaff/2015/07/08/painting-work-scheduled-for-the-geology-library/ http://library.osu.edu/blogs/osulstaff/2015/07/08/painting-work-scheduled-for-the-geology-library/#comments Wed, 08 Jul 2015 21:54:38 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3588 Extensive ceiling repairs and painting have been scheduled over the summer in the Geology Library.  Because of this work, the study areas and stacks will be closed to the public when this project begins July 6.  During this time, please request Geology Library print materials online via the OSU Library Catalog; they will be pulled and held at the circulation desk.  The circulation desk, including reserve materials, will continue to operate during this time.  Work is slated for completion prior to the start of the fall semester. If the timeline for this project changes, a notification will be sent.

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Digital Scholarship Centers: a report from the field http://library.osu.edu/blogs/dhstudygroup/2015/07/08/digital-scholarship-centers-a-report-from-the-field/ http://library.osu.edu/blogs/dhstudygroup/2015/07/08/digital-scholarship-centers-a-report-from-the-field/#comments Wed, 08 Jul 2015 19:58:37 +0000 Jose Diaz http://library.osu.edu/blogs/dhstudygroup/?p=73 At the recently-concluded ALA summer conference I attended the inaugural meeting of the Digital Scholarship Centers Interest Group. Joan Lippincott from the Coalition for Networked Information (CNI) was the keynote speaker. Her remarks centered not on digital scholarship per se but on digital scholarship centers (DSC). The DSCs are spaces and services, the latter more ubiquitous than the former, designed to encourage faculty and students to combined, analyze, and represent information using the myriad possibilities generated by emerging digital technologies.
In her remarks Lippincott analyzed a 2014 survey conducted by CNI in to assess the state of digital scholarship centers. The sample consisted of 24 centers. Each center volunteered data about staffing, services, funding, organization, and expertise. Not surprisingly, each center tells a different story. Some digital scholarship centers provide physical spaces for instruction and collaboration in the digital humanities. Others focused solely on services such as publishing, GIS, copyright consultation, website hosting or data management.
This “services model” was the topic of April Hathcock’s and Zach Cobble’s presentation. They spoke about their experiences at New York University Libraries’ Digital Scholarship Center. Their approach links faculty and students to diverse services without providing a discrete physical space for experimentation. They build awareness of digital scholarship services through word of mouth, “in-reach meetings” and workshops provided by librarians in-house. Listservs , faculty meetings, and presentations are also used for promote these services. Although their efforts have shown successes, they identified sustainability and scalability as key challenges.
In the Q&A session the speakers identified the need for digital scholarship centers to incorporate not only digital humanities but also a range of disciplines across the university curriculum. Lippincott described concerns surrounding staffing, expertise, administrative buy-in, prioritization of goals, and the inclusion of digital scholarship in the tenure review. To learn more about these issues see the Digital Scholarship Centers Interest Group listserv at acr-igdsc@lists.ala.org
Jose Diaz

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OSU Represented in the Summer of Maps http://library.osu.edu/blogs/researchcommons/2015/07/07/3894/ http://library.osu.edu/blogs/researchcommons/2015/07/07/3894/#comments Tue, 07 Jul 2015 14:34:31 +0000 Joshua Sadvari http://library.osu.edu/blogs/researchcommons/?p=3894 Nathaniel HenryFor one Ohio State student, the summer of 2015 truly is the Summer of Maps. Nathaniel Henry (Bachelor of Science in Geographic Information Science and Bachelor of Science in Geography: Urban, Regional, and Global Studies with Minors in Economics and Chinese) is one of only three students selected from across the U.S. to be a 2015 Fellow in Azavea’s Summer of Maps.

Summer of Maps is a 12-week program that provides competitive, funded fellowships to students and matches them with challenging spatial analysis projects for nonprofit organizations. The Summer of Maps fellowship program is facilitated by Azavea, a Philadelphia-based software company that specializes in the creation of geographic web and mobile software and geospatial analysis services.

I recently caught up with Nat for a conversation about his experience so far in the Summer of Maps.

Josh: Can you tell us a little bit about the projects you’ll be working on this summer and the organizations you’ll be working with?

Nat: As a Summer of Maps fellow, I am working on GIS analysis projects with two nonprofit organizations: the Legal Clinic for the Disabled, which provides pro bono services to low-income people with disabilities in Philadelphia; and The Greening of Detroit, which promotes sustainability through street tree planting and urban farming. Both of these groups had already collected spatial data, but were uncertain about how to use it. My core goal for the summer is to help both organizations deploy GIS data in a way that informs their strategy, community outreach, and daily operations.

Josh: As you assist these organizations with utilizing the GIS data they’ve collected, what types of spatial analyses will you be carrying out? Can you give us an idea of the research questions and overall goals for each of your two projects?

Nat: The Legal Clinic for the Disabled wants to understand where their clients are coming from and how that compares to the overall distribution of need around Philadelphia. To help them, I am drawing from a database of their client intakes over the past 15 years, which includes address information. I will geocode past client addresses to create a set of points, and then compare those point locations with publicly-available demographic information about poverty and disability status. Finally, I want to perform a number of spatial analyses to spot unusual patterns of intakes. If these patterns can be matched to “problem areas” such as pollution sites, it might point to an unmet legal need. Throughout this process, I will have to ensure that my final maps are anonymized so that the public cannot trace any sensitive information back to individuals.

The Greening of Detroit wants to prioritize possible locations for street tree planting around the city. To help them, I am using existing tree inventories for Detroit to determine blocks that have the lowest density of street trees. I will combine this information with public health, economic, and demographic data sets for the city to determine the areas that have the greatest need for increased street tree planting. I hope to turn this analysis into a toolbox that the organization can continue to use as more street trees are planted. In addition to finding the best locations for street tree planting, I will perform a tree canopy analysis to estimate the economic and environmental benefits that street trees provide to the people of Detroit. The Greening of Detroit can use these figures for community outreach and fundraising purposes in the future.

Josh:  Wow – it sounds like you will be doing some very interesting and impactful research this summer! What do you hope to take away from your work in the Summer of Maps program, and how do you think it will assist you in terms of your future career goals?

Nat: The Summer of Maps program is particularly exciting to me because it gives nonprofits powerful analytical tools that they can use for a worthy cause. I hope that my work will transform the way these organizations make decisions – and for now, I get to wrangle with interesting data and learn from my mentors at Azavea, who are some of the best in the business. After graduation, I want to develop spatial analysis tools that help people understand complex social and environmental problems, so the lessons that I learn this summer will help me enormously in the future!

Josh: Thanks for taking the time to tell us a little bit about your projects, Nat! Best of luck in your research during the Summer of Maps!

The Research Commons is collaborating with the Byrd Polar and Climate Research Center, the Center for Urban and Regional Analysis, and the Department of Geography to host our very own summer program about GIS!

If you are interested in learning more about how GIS tools can be deployed in research, teaching, and nonprofit work, register to attend our one-day, hands-on workshop on July 30th in Thompson Library.

Complete event details and registration information can be found here: GIS for the Rest of Us

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Congratulations to Dr. Beth Kattelman http://library.osu.edu/blogs/theatre-research-institute/2015/07/06/congratulations-to-dr-beth-kattelman/ http://library.osu.edu/blogs/theatre-research-institute/2015/07/06/congratulations-to-dr-beth-kattelman/#comments Mon, 06 Jul 2015 14:37:06 +0000 Orville Martin http://library.osu.edu/blogs/theatre-research-institute/?p=658 TRI’S




Dr. Beth Kattelman to receive award 7/9/2015

Dr. Beth Kattelman to receive award 7/9/2015

Annual Research Excellence Award Announced

The Committee for Faculty Benefits, Research, and Responsibilities is pleased to announce this year’s recipient of the Annual Research Excellence Award. Congratulations to Beth Kattelman on her 2014 book chapter and article called “Where Were You When the Lights Went Out?: American Ghost Shows of the Twentieth Century.” published in Theatre and Ghosts: Materiality, Performance and Modernity.

Invitation to Award Ceremony


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From the Director – July 6, 2015 – Library Services of the Future (or Even Today) http://library.osu.edu/blogs/osulstaff/2015/07/06/from-the-director-july-6-2015-library-services-of-the-future-or-even-today/ http://library.osu.edu/blogs/osulstaff/2015/07/06/from-the-director-july-6-2015-library-services-of-the-future-or-even-today/#comments Mon, 06 Jul 2015 11:00:38 +0000 batts.8@osu.edu http://library.osu.edu/blogs/osulstaff/?p=3580 Many things cross my desk/email on a daily basis. Most get a brief glance for relevance, a quick read, or a print to be read on the next long airplane flight. All of that is part of the environmental scanning required to remain up to date in our profession, on our institution and its partners, as well as reading outside our environment for trends that will impact us.

So a few months ago, the regular CIC Center for Library Initiatives e-News arrived in my email. As usual, there is a message from executive director Mark Sandler (who will retire in February 2016). Now Mark has a very dry but witty sense of humor that I enjoy. And he’s also a pretty thoughtful guy. So the first line of his message reads:

There should be little doubt that the future of libraries will be less about managing stuff (including such trendy “stuffs” as data and special collections), and more about managing relationships.  Read more

I wasn’t sure that I completely agreed with Mark but was intrigued enough to read more. His next paragraphs read:

Dear Valued Customer—call me or else!

Dear Patrick– Have you started your Philosophy 230 term paper yet?  I’m available to help if you ping me.  Five of your classmates have already come over to the library to chat with me about topics, resources, and how best to structure the paper.  In past terms, I’ve helped dozens of students with this assignment, and their average grade—we track this—was just shy of .75 higher than the grades assigned to students working without library support.  Let me know if I can help with this.

Dear Elena—Welcome to campus and congratulations on your appointment as an Assistant Professor of Communications.  I know these first weeks will be crazy busy for you, but I’d like to invite you to coffee in October.  I work at the library and provide tenure counseling to assistant professors in the social sciences.  I have data/analytics on tenure success strategies and outcomes across campus—and in particular departments like Communications and Media Studies.  I work with tenure-track faculty to help them set goals that align with departmental expectations, and to optimize their tenure portfolio to best reflect their academic contributions.  I understand that your tenure review is five years off, but we try to work with faculty from their earliest days on campus to set a path that is most likely lead to a successful outcome.  Our “clients” have a tenure success rate nearly twice as high as that of overall campus candidates.  Can I work with your department secretary to set up a coffee appointment in October?

So now I’m intrigued. Are you? Read more here –



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DH LibGuide from the University of Tennessee Knoxville http://library.osu.edu/blogs/dhstudygroup/2015/07/02/dh-libguide-link/ http://library.osu.edu/blogs/dhstudygroup/2015/07/02/dh-libguide-link/#comments Thu, 02 Jul 2015 19:30:11 +0000 Melanie Schlosser http://library.osu.edu/blogs/dhstudygroup/?p=66 As we head into the holiday weekend, I wanted to pass along an excellent resource from the University of Tennessee Libraries: a Digital Humanities LibGuide.  (Thanks to Jessica Chan of the Copyright Resources Center for the link.) The guide contains an enormous amount of information and will be useful for us and the DH-curious folks we work with around campus. Enjoy!

Digital Humanities LibGuide from the U of Tennessee

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WorldCat Discovery Services to replace OCLC FirstSearch http://library.osu.edu/blogs/osulstaff/2015/07/01/worldcat-discovery-services-to-replace-oclc-firstsearch/ http://library.osu.edu/blogs/osulstaff/2015/07/01/worldcat-discovery-services-to-replace-oclc-firstsearch/#comments Wed, 01 Jul 2015 19:44:26 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3575 WorldCat Discovery Services will replace the OCLC FirstSearch service in December 2015. FirstSearch and WorldCat Discovery will operate in parallel through December 2015 to provide time for you to become familiar with the new service before access to FirstSearch ends December 31, 2015. Read more about the workshop and get more information about WorldCat Discovery: https://library.osu.edu/blogs/it/worldcat-discovery-workshop/

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OSU Libraries joins COAR statement against Elsevier’s sharing policy http://library.osu.edu/blogs/osulstaff/2015/07/01/osu-libraries-joins-coar-statement-against-elseviers-sharing-policy/ http://library.osu.edu/blogs/osulstaff/2015/07/01/osu-libraries-joins-coar-statement-against-elseviers-sharing-policy/#comments Wed, 01 Jul 2015 19:35:28 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3566 The Ohio State University Libraries has joined the list of signatories to the Confederation of Open Access Repositories (COAR) Statement Against Elsevier’s Sharing Policy (https://www.coar-repositories.org/activities/advocacy-leadership/petition-against-elseviers-sharing-policy/).

The list includes ACRL, ALA, ARL, and many of our peer institutions in the academic research library community, as well as organizations and individuals from around the world. The statement calls on Elsevier to reconsider its recently-released article sharing policy, which governs how authors can share their work during all phases of the publication process. The policy, which applies retroactively, imposes embargo periods of up to 48 months before authors can publicly share their work, and creates unnecessary barriers for authors in complying with funders’ public access policies. OSU Libraries is committed to increasing access to scholarship, as evidenced by our large and well-established institutional repository (the Knowledge Bank) and our faculty open access resolution. The resolution, adopted in July of 2012, requires the Libraries’ faculty to deposit their scholarly articles in the Knowledge Bank upon acceptance for publication.

–Melanie Schlosser

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Vice Provost and Director of University Libraries position now posted http://library.osu.edu/blogs/osulstaff/2015/07/01/vice-provost-and-director-of-university-libraries-position-now-posted/ http://library.osu.edu/blogs/osulstaff/2015/07/01/vice-provost-and-director-of-university-libraries-position-now-posted/#comments Wed, 01 Jul 2015 19:34:04 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3564 The position announcement for Vice Provost and Director of University Libraries has been posted on the American Library Association Job List. Take a look to learn more about the position.

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From Astrology to Astronomy: Cassini Maps the Stars http://library.osu.edu/blogs/rarebooks/2015/07/01/from-astrology-to-astronomy-cassini-maps-the-stars/ http://library.osu.edu/blogs/rarebooks/2015/07/01/from-astrology-to-astronomy-cassini-maps-the-stars/#comments Wed, 01 Jul 2015 14:14:22 +0000 stypinski.3@osu.edu http://library.osu.edu/blogs/rarebooks/?p=446 Image of foldout from the back of the book that has a diagram of the path of the comet from the view of a telescope in February 1681 with illustration of a winged foot at the bottom of the page

From Astrology to Astronomy:  Cassini Maps the Stars

Abregé des observations & des reflexions svr la comete qui a paru au mois de decembre 1680, & aux mois de ianveir, fevrier, & mars de cette Anneé 1681 was the first book I examined as I began working on the Provenance Project.  It is an account of observations of the path of a comet recorded over several months.  The author, Giovanni Domenico Cassini (also known by the French translation of his name, Jean-Dominque Cassini), was a 17th century astronomer.  He was born in Italy but eventually moved to France where he became a citizen (Zimmerman, 2012).  Cassini’s interest in astronomy derived from his study of astrology.  He was appointed a position at the Panzano Observatory in Bologna and later became a professor at the University of Bologna.  Cassini was known for many things including his observations of comets, planets, and orbital patterns. Image of an illustration of the constellation virgo taken from a large foldout of a map of the stars found in the back of the book He was also a knowledgeable mathematician and engineer (Zimmerman, 2012).  He believed that the Earth was the center of the universe, which was reflected in his work.  He was the first to calculate the rotation of Jupiter and Mars and to see the spots and moons of Jupiter.  At the request of Louis XIV, Cassini moved to Paris to become head of the Paris Observatory where he made more significant discoveries such as finding four moons of Saturn and a gap in Saturn’s rings that has since been named the Cassini Division (O’Connor & Robertson, 2003).  His son eventually took over his position at the Paris Observatory.  Cassini started a family legacy of astronomers, and his influence continues to inspire scientists.

RBMS’ copy of the book, Abregé des observations & des reflexions svr la comete qui a paru au mois de decembre 1680, & aux mois de ianveir, fevrier, & mars de cette Anneé 1681, is a beautiful book with its gilded, leather binding, decorative borders, and detailed illustrations.  Some of the most fascinating parts of the book are the three foldouts.  The first is a chart of the path of the comet with an illustration of a winged foot.  The second is a map of constellations and stars.  The third is another chart.  The book was one of two works printed at E. Michallet, a publisher that appears to have specialized in scientific work, in that year (Open Library).





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Access the June 2015 Issue of “Research Development and Grant Writing News” http://library.osu.edu/blogs/researchcommons/2015/06/30/3868/ http://library.osu.edu/blogs/researchcommons/2015/06/30/3868/#comments Tue, 30 Jun 2015 14:23:23 +0000 agnoli.1@osu.edu http://library.osu.edu/blogs/researchcommons/?p=3868 Some of the topics in the June issue include:

  • Broader Impacts and Evidence-Based Models
  • NSF’s Perp Walk for Plagiarism
  • Team Grant Training for New Faculty
  • Confessions of a Grumpy Reviewer
  • CAREER Heads-up: Don’t let this happen to you
  • Topics in Brief: EAC at NSF; Antimicrobials
  • New Funding Opportunities, Agency News, and more

Visit http://go.osu.edu/grantwritingnews (OSU login required)

The Office of Research provides a campus-wide subscription to this excellent newsletter. Ohio State’s subscription permits unlimited distribution within the campus research community with your OSU login. Please feel free to forward this link, http://go.osu.edu/grantwritingnews, to anyone involved in research, i.e., faculty, staff, postdocs, graduate, and/or undergraduate students.

The writers and editors are experts in research/proposal development and this resource should be required reading for anyone preparing a grant proposal. The recommendations are especially helpful to those who are new to grant writing or want to enhance their grantsmanship skills.

Quick Hits

Each month, Research Development & Grant Writing News includes a comprehensive list of the latest happenings in the world of research development, funding opportunities, policy updates, and grant writing resources.  The table below includes 10 of this month’s headlines with associated links.  To see the full list, check out the latest issue.

NIH Grant Instructions Effective January 2016: Rigor and Reproducibility Link
Comment Request: National Science Foundation Proposal/Award; Information – NSF Proposal and Award Policies and Procedures Guide Link
Role of Science and Technology Should Be Expanded Throughout Department of State Link
Enhancing the Effectiveness of Team Science Link
New Blog Focusing on IES Research Link
Federal Programs and Fellowships that Support Early Career Faculty Link
House Passes FY 2016 Funding Bill for NASA, NIST, NOAA, and NSF Link
MIT Report Calls for Renewed U.S. Investment in Basic Research Link
Science and Engineering Research Facilities: Fiscal Year 2013 Link
Fundamentals of Grant Writing Link
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GEO LIB New Book Shelf week of 6-29-15 http://library.osu.edu/blogs/geology/2015/06/30/geo-lib-new-book-shelf-week-of-6-29-15/ http://library.osu.edu/blogs/geology/2015/06/30/geo-lib-new-book-shelf-week-of-6-29-15/#comments Tue, 30 Jun 2015 13:19:09 +0000 dittoe.1@osu.edu http://library.osu.edu/blogs/geology/?p=519 TITLE The Prize : the epic quest for oil, money and power / an InVision
production for Majestic Films International and Trans Pacific
Films ; in association with BBC Television, MICO and WGBH,
IMPRINT [Minneaplis, Minn.] : Mill Creek Entertainment, 2013.
CALL # HD9560.5 .P74 2013 DVD.

TITLE Dante’s peak / Universal Pictures presents ; a Pacific Western
production ; a Roger Donaldson film ; executive producer, Ilona
Herzberg ; written by Leslie Bohem ; produced by Gale Anne
Hurd, Joseph M. Singer ; directed by Roger Donaldson.
IMPRINT Universal City, Calif. : Universal Studios, [2009]
CALL # PN1997 .D3643 2009 DVD.

TITLE Carl Sagan’s Cosmos / [by Carl Sagan] ; Cosmos Studios ;
executive producer, Ann Druyan ; co-executive producer, Joe
Firmage ; producer, Kent Gibson ; writers, Ann Druyan, Steve
Soter ; co-producer, Anne Drecktrah.
IMPRINT [London] : FremantleMedia Enterprises, [2009]
GENRE/FORM Popular works. fast (OCoLC)fst01423846.
CALL # QB44.2 .C676 2009 DVD.

TITLE GSA Special Paper no.510 entitled,
East European craton : early Precambrian history and 3D models of deep crustal structure
by Michael V. Mints [and 18 others]
IMPRINT Boulder, Colorado, USA : The Geological Society of America, 2015.
CALL # QE1 .G34413 no.510 [text & DVD].

TITLE The Central Asian Orogenic Belt : geology, evolution, tectonics
and models
/ edited by Alfred Kröner.
IMPRINT Stuttgart : Borntraeger Science Pu

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A Picture is Worth 1,000 Words – Need Some Pictures? http://library.osu.edu/blogs/communication/2015/06/29/a-picture-is-worth-1000-words-need-some-pictures/ http://library.osu.edu/blogs/communication/2015/06/29/a-picture-is-worth-1000-words-need-some-pictures/#comments Mon, 29 Jun 2015 21:32:47 +0000 mcclung.26@osu.edu http://library.osu.edu/blogs/communication/?p=2774 Photos

With many of us at the OSU Libraries writing and maintaining blogs now we have more need for images to illustrate our stories and points. The Communications Department should be your first stop when you need an image for your blog or web page.

We have thousands upon thousands of images that we own (no issues with usage or copyright) that we can provide you with in the correct resolution for either the web (low resolution) or print projects (high resolution – at least 300 dpi). Not only do we have HUGE repository of University Libraries specific images – of our locations, people, services, events and historic images, but we also have excellent, professional images on nearly any topic you might need for general or symbolic points. People of various ages, ethnicities, religions and backgrounds, places around the word and throughout history; generic items like books (imagine that!), tablets, computers, phones, pens.

These images we have are of high quality and fit in with the Libraries’ overall branding scheme, presenting a professional and unified look to the message that we want to send to our university colleagues and users. So please do not hesitate to use our Communications HUB request form to request any images that you might need! Be sure to indicate for use what use (web or print) that you need the image for so we can provide it in the resolution to best suit your needs. If you have a specific size you need, let us know and we can crop it to fit.

We can, in certain cases also take a specialized photo for you – or let you borrow our Department loaner camera – if you need a very unique image or images to illustrate something. Please allow us time to work this into our schedule and we’d be happy to work with you to get an image of what you need (please use the Communications HUB request form to request us to take photos for you).

We highly encourage you to use images on your posts when appropriate – it is a proven way to get the reader’s attention and one of the best ways to illustrate a story or point if done effectively with quality photos.

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A Quick Peek At Images In Stephen Hawking’s “A Brief History of Time” http://library.osu.edu/blogs/rarebooks/2015/06/26/a-quick-peek-at-images-in-stephen-hawkings-a-brief-history-of-time/ http://library.osu.edu/blogs/rarebooks/2015/06/26/a-quick-peek-at-images-in-stephen-hawkings-a-brief-history-of-time/#comments Fri, 26 Jun 2015 16:59:56 +0000 stypinski.3@osu.edu http://library.osu.edu/blogs/rarebooks/?p=430 Dust jackets for a Brief History of Time

A Brief History of Time by Stephen Hawking

While working on the Provenance Project, I was fortunate to come across a copy of Stephen Hawking’s book, A Brief History of Time, in pristine condition.  It is not part of the Rare Books and Manuscripts Collection but is actually part of the collection belonging to the Theater Research Institute.   I thought it seemed a relevant topic, nonetheless, with the release of the movie, The Theory of Everything, based on a book written by Hawking’s ex-wife, Jane Wilde, about their life together.  It occurred to me that the movie has most likely renewed interest in the work.  From my personal observations, this seems to be the case.  I cannot speak on a national or global level, but when I attempted to check out a copy of the book from my public library, every copy in the system was already on loan.  Therefore, I thought it would be interesting to feature some elements of the book that has attracted such a large audience.   (See Coyle for more information about the importance of the book.)

Stephen Hawking began his work in physics in the 1960’s and has continued to contribute to the field despite suffering with Lou Gehrig’s disease.  The book was first published in 1988 by Bantam Books and was a best seller.  It presents some of science’s most fascinating questions in a way that is accessible to the everyday reader.  This is a major factor in the book’s ongoing success, selling over 10 million copies, as well as turning Hawking into “a curious kind of cultural icon” (Benford, 2002, Coyle;  BBC page).  In fact, in an article written about the book for the Wall Street Journal, Hawking talks about what a long and arduous process it was to complete the book and how surprised he was at its immediate success.  Hawking states that, “It was on the New York Times best-seller list for 147 weeks and on the London Times best-seller list for a record-breaking 237 weeks, has been translated into 40 languages, and has sold over 10 million copies world-wide” (Hawking, 2013).

The book, in itself, is a fascinating object.  A photograph of Hawking sitting in front of a starry background graces the front of both copies held in Special Collections, the book jacket of the original edition and the updated paperback from 1998.  Inside there are numerous illustrations, graphs, and diagrams to enjoy.  Interestingly, when discussing the reasons people have purchased the book, Hawking claims that some have admitted that they just thought it would look nice on their bookshelf or coffee table (Hawking, 2013).

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Summer Intern Introduces Herself http://library.osu.edu/blogs/rarebooks/2015/06/25/summer-intern-introduces-herself/ http://library.osu.edu/blogs/rarebooks/2015/06/25/summer-intern-introduces-herself/#comments Thu, 25 Jun 2015 16:39:20 +0000 stypinski.3@osu.edu http://library.osu.edu/blogs/rarebooks/?p=433 Image of Megan StypinskiHello!  My name is Megan Stypinski, and I am interning with Eric Johnson, Curator of Early Books and Manuscripts, at Ohio State Univeristy this summmer to learn about working with Rare Books and Manuscripts Library and Special Collections department.  I am currently a graduate student at Kent State University.  This opportunity is fulfilling my Culminating Experience requirement for the Masters of Library and Information Science degree.

My specialization is in museum studies, so I will be working with social media to highlight some unique and interesting pieces that I discover while learning about the collections held here at the university.  I will also be working on a small exhibit as my final project that I hope to share as well.

Aside from my studies at Kent State, I work as a part-time Circulation Assistant for the Worthington Libraries.  I also have a MA in Liberal Studies from Ohio Dominican University as well as a BA in English and a BS of Ed. in Secondary Language Arts from Ohio University.  Spending time in the Rare Books and Manuscripts Library and learning from the valuable professionals in Ohio State University’s Special Collections is a wonderful way to combine my interest in museums with my work experience in a library setting.  I am grateful for the time that I have been granted to learn about the profession, and I hope you enjoy my contributions.


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Creative Commons Licenses: What You Need to Know as a Creator and User http://library.osu.edu/blogs/copyright/2015/06/24/creative-commons-licenses-what-you-need-to-know-as-a-creator-and-user/ http://library.osu.edu/blogs/copyright/2015/06/24/creative-commons-licenses-what-you-need-to-know-as-a-creator-and-user/#comments Wed, 24 Jun 2015 20:29:37 +0000 Maria Scheid http://library.osu.edu/blogs/copyright/?p=724 As one of the major open licensing options for copyright owners, Creative Commons (CC) is likely a familiar name to many of our readers. For those that are unfamiliar, CC is a nonprofit organization that offers a number of different copyright license options to copyright owners. A CC license allows a copyright owner to choose how they would like others to be able to use their work, and anybody may use the work for free, so long as they follow the terms of the license. Before using a CC licensed work or deciding to apply a CC license to your own work, you should have an understanding of the scope of the license you are working with. This blog will provide more information on some important points to keep in mind about CC licenses and provide an overview of the license options.

What Do You Need to Know About Creative Commons Licenses?

Whether you are applying a CC license to your own work or using a work covered by a CC license, here are some important things to keep in mind:

9 million websites use Creative Commons licenses

  1. Creative Commons licenses are not an alternative to copyright—a work must be copyrighted in order to be licensed under a CC license. Copyright owners have a bundle of rights that allow them exclusive control over how their work may be reproduced, adapted, distributed and publicly performed or displayed. A copyright owner may decide to transfer some or all of these rights to another or permit others to use the work through a licensing agreement. If a copyright owner chooses to license their work under a CC license, they are not giving up ownership of their work—they are permitting others to exercise one of the copyright owner’s exclusive rights under the terms and conditions listed in the language of the license.
  1. Creative Commons licenses do not limit or restrict any rights granted through statutory exceptions, including fair use. If your use of a copyright protected work would otherwise be allowed through a statutory exception (such as the face-to-face teaching exception, the TEACH Act, or fair use), you may still rely on those statutory exceptions.
  1. Only the copyright owner can place a CC license on the work or authorize another to do so. If third party material  is being used in a new work under a statutory exception or limitation or through permission of the copyright owner, the author of the new work can only license the part of the work to which they claim ownership. In this type of situation, it is important for the author to mark third party content to let others know that the entire new work may not be available under the selected CC license. An author of a new work may avoid this situation by seeking permission from the copyright owner to make the third party material available under a CC license, allowing others to then use the entire work according to the license terms.
  1. Creative Commons licenses are non-exclusive and non-revocable. Anyone is free to use a CC licensed work so long as they abide by the terms of the license. A copyright owner is also free to continue to exercise their exclusive rights, meaning they may simultaneously enter into separate agreements for the use of their works. A copyright owner may decide to no longer distribute their work under a CC license, but because CC licenses are non-revocable, anybody who already has access to the work may continue to use the work under the original license terms.

What Are the License Options?

Icon badges for all six Creative Commons license options and the Public Domain tool.

Creative Commons licenses provide copyright owners with a great degree of flexibility in how open they would like to make their work. The various license terms define the ways in which users may freely and legally share, modify, or build upon a copyrighted work.

All CC licenses require attribution. Beyond attribution, copyright owners may choose among a combination of licensing terms. Copyright owners may specify that their work not be used for the primary purpose of monetary compensation (NonCommercial) or that their work not be modified or adapted in any way (NoDerivs). Alternatively, a copyright owner may permit a user to modify, adapt, or build upon their work but specify that any new work created be made available under similar open licensing terms (ShareAlike). Creative Commons also provides a Public Domain Dedication (CC0) tool. This tool allows a copyright owner to dedicate their work to the public domain by waiving all of their copyright and related rights in a work, to the extent allowed under the law. While attribution is not required for CC0 works, it is recommended as a best practice in order to acknowledge the intellectual work of others and to avoid accusations of plagiarism.

Spectrum of openness for Creative Commons licensesFinally, if you are looking for CC works to use, a good place to start your search is with the search function on the Creative Commons website. You may also look through the Creative Commons content directories to view organizations and projects using CC licenses. Many services, including Flickr, SoundCloud, Google, Bing, and Vimeo, provide their own advanced search feature, making the search for CC licensed works quick and easy.

In conclusion, CC licenses are a great resource for copyright owners and users of copyrighted content. As with any license agreement, however, be sure you are clear about the scope and limitations of the license before using a protected work or making your own works available for use by others.

Interested in learning more about Creative Commons? Contact the Copyright Resources Center for answers to your questions or to schedule a Creative Commons workshop.


By Maria Scheid, Rights Management Specialist at the Copyright Resources Center, The Ohio State University Libraries

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REACH Database announced http://library.osu.edu/blogs/osulstaff/2015/06/24/reach-database-announced/ http://library.osu.edu/blogs/osulstaff/2015/06/24/reach-database-announced/#comments Wed, 24 Jun 2015 16:15:59 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3557 WHAT:  The REACH Database merges the TEACH Database and the Program Database into one quick and clear path for entering both your teaching and programming work in one easy to navigate location.

WHEN: The REACH Database is in soft launch phase now through the end of July.  Feel free to try it, enter sample data, and let us know if you have questions. Continue entering official data in the current systems. Starting August 1, 2015 REACH will be the official and only place to enter program and teaching data.

WHERE: The REACH Database is available at: http://go.osu.edu/REACH_Database

 Why are we switching?
The TEACH and Program Databases were a good first implementation of a centralized data collection system. We have learned a lot from this and are ready to move to the next best solution.  This new system will:

  • Pull from existing campus systems where possible to require less user input
  • Reduce confusion over which system to enter data
  • Lead to cleaner data output
  • Simplify the choices the user has to make for data input

Will I still be able to retrieve my own data if I want to go back and see what I have entered?
Yes, Sarah Murphy will create a user dashboard that will allow you to search for your data. Details for accessing this will be provided when the dashboard is available, approximately one month after REACH becomes the official data entry point. The dashboard data will be refreshed approximately once a month.

 Will I still have access to all the data in the old TEACH and Program Databases?
Yes, the data will be downloaded after it is turned off, and a legacy dashboard will be made available for searching.  Details for accessing this will be provided when the dashboard is available.

Are instructions available for the new REACH Database?
No.  We think using it will be so intuitive that instructions are not necessary.  Please use the soft launch phase to try it and let us know if this is not the case.

Will the ARL Data still be pulled from this?
Yes, the data is collected in a way that allows the Assessment librarian to pull data according to ARL needs and definitions.

Will I be able to pull data from my dashboard and upload into my profile in Research in View?
No. Unfortunately this improvement does not extend that far.  That problem has yet to be solved.

 Who do I ask if I have more questions?
Questions can go to Sarah Murphy (murphy.465@osu.edu) who will answer or refer to the appropriate person as necessary.

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World’s Largest Atlas http://library.osu.edu/blogs/maps/2015/06/24/worlds-largest-atlas/ http://library.osu.edu/blogs/maps/2015/06/24/worlds-largest-atlas/#comments Wed, 24 Jun 2015 15:36:37 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=213 Although there are 31 copies –The State Library of New South Wales is presently displaying theirs.

Earth Platinum  requires 2 people to turn the page.




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New Exhibits! SEEING THE GREAT WAR and THE STORY OF PUCK http://library.osu.edu/blogs/cartoons/2015/06/24/new-exhibits-seeing-the-great-war-and-the-story-of-puck/ http://library.osu.edu/blogs/cartoons/2015/06/24/new-exhibits-seeing-the-great-war-and-the-story-of-puck/#comments Wed, 24 Jun 2015 15:07:01 +0000 Caitlin McGurk http://library.osu.edu/blogs/cartoons/?p=3182 #gallery-3 { margin: auto; } #gallery-3 .gallery-item { float: left; margin-top: 10px; text-align: center; width: 50%; } #gallery-3 img { border: 2px solid #cfcfcf; } #gallery-3 .gallery-caption { margin-left: 0; } /* see gallery_shortcode() in wp-includes/media.php */

OhioStateLogoContact: Caitlin McGurk
The Ohio State University
Billy Ireland Cartoon Library & Museum
1813 N High St.
Columbus OH 43210-1393


Upcoming Exhibitions at The Billy Ireland Cartoon Library & Museum




July  25, 2015 – January 24, 2016

World War I and America’s first humor magazine are the subjects of two new exhibits opening in July at the Billy Ireland Cartoon Library & Museum.

SEEING THE GREAT WAR: This exhibit explores the power of images generated during wartime, through the work of James Montgomery Flagg, Bud Fisher, Billy Ireland, Percy Crosby, Nell Brinkley, Frederick Burr Opper, Louis Raemaekers, and others. It will also feature Charles Schulz’ reinterpretation of the Great War’s legacy as shown through Snoopy as the Flying Ace. World War I represented a watershed in the history of warfare, both on the battlefield and in communication. The importance of the media to the American war effort was affirmed when President Woodrow Wilson signed Executive Order 2594 to form the Committee on Public Information (CPI). The CPI enforced voluntary press censorship with compliance dependent “entirely upon honor and patriotism.” Its Bureau of Cartoons published a weekly bulletin of tips and ideas that was distributed to more than 750 cartoonists nationwide. Original costumes from WWI will be displayed, as well as original art, film lobby cards, sheet music, and posters. Curated by Professor Emerita Lucy Shelton Caswell.

WHAT FOOLS THESE MORTALS BE! THE STORY OF PUCK: Discover the history and highlights of Puck, America’s first and most influential humor magazine of color political cartoons. This show presents some of Puck‘s greatest cartoons featuring politicians, personalities, and issues that dominated its forty years of publication. Puck was a training ground and showcase for some of the country’s most talented cartoonists. This exhibit will include chromolithographs by Joseph Keppler, Rose O’Neill, Frederick Opper, F.M. Howarth, Rolf Armstrong, Bernhard Gillam, J.S. Pughe, and more. As David Sloane has said in American Humor Magazine and Comic Periodicals, Puck “created a genre and established a tradition,” spawning dozens of imitators. It also led the way for that great American institution, the comics. Curated by Richard Samuel West and Michael Alexander Kahn . Their recent book, “What Fools These Mortals Be! The Story of Puck,” was published by IDW Publishing (October 2014).


About the Billy Ireland Cartoon Library & Museum:  The BICLM is one of The Ohio State University Libraries’ special collections. Its primary mission is to develop a comprehensive research collection of materials documenting American printed cartoon art (editorial cartoons, comic strips, comic books, graphic novels, sports cartoons, and magazine cartoons) and to provide access to the collections.  The BICLM recently moved into its newly-renovated 30,000 sq. ft. facility that includes a museum with three exhibition galleries, a reading room for researchers and a state-of-the-art collections storage space.   The library reading room is open Monday-Friday 9 a.m. to 5 p.m. and Sunday 1 – 5 p.m. The museum is open Tuesday-Sunday from 1 – 5 p.m.  See http://cartoons.osu.edu/ for further information.

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WorldCat Discovery Workshop http://library.osu.edu/blogs/it/worldcat-discovery-workshop/ http://library.osu.edu/blogs/it/worldcat-discovery-workshop/#comments Tue, 23 Jun 2015 21:31:07 +0000 Michelle Gerry http://library.osu.edu/blogs/it/?p=3064 On Wednesday, June 17, Applications Development and Support hosted a WorldCat Discovery workshop lead by Kathy Kie, Senior Training Coordinator at OCLC.   The purpose of the workshop was to offer hands-on training for library faculty and staff who typically use WorldCat First Search for research, collection development and other purposes.  The workshop had the added benefit of providing an opportunity for attendees to give feedback to OCLC staff while the resource is still in development.

Attendees were provided a thorough overview of WorldCat Discovery. Handouts were provided with tips for both basic and expert searching within the resource. Because Discovery is slated to replace WorldCat FirstSearch at the end of 2015, those in attendance were naturally most interested in the performance of the advanced search features.

Kathy Kie provided handouts with a list of exercises to familiarize users with how Discovery functions.  For example:

  • Locate a sound recording for the Marriage of Figaro. Filter the results to only display items in the eMusic format.
  • Locate an article on digital preservation from the Journal of Information Science.

For those of you who are interested in learning more about WorldCat Discovery and were unable to attend the workshop, you are invited to register for the 1 hour webinar, “Ready, Set, GO: Making the move from FirstSearch to WorldCat Discovery.” This webinar takes place Thursday, July 30 starting at 2:00 pm.

You can also register to view a training session recorded in May 2015:

This OCLC Support page offers detailed information about what search by index within WorldCat Discovery:

And finally, for an overview of basic searching in WorldCat Discovery, watch this brief video:

Questions? Please contact me!

Michelle Gerry/614.688.3512

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Special Funding Opportunities: An Overview http://library.osu.edu/blogs/researchcommons/2015/06/23/3830/ http://library.osu.edu/blogs/researchcommons/2015/06/23/3830/#comments Tue, 23 Jun 2015 14:39:40 +0000 nash.246@osu.edu http://library.osu.edu/blogs/researchcommons/?p=3830 The Office of Research will periodically post funding opportunities and resources in conjunction with the Research Commons. Below is a brief overview of special funding opportunities, a few notes regarding Office of Research services, and other ways to find funding.

The Office of Research manages special funding opportunities for members of the Ohio State community.  Special funding opportunities are funding mechanisms or recognitions that fall into one or more of the categories below:

Early Career Grants, prizes, or awards for researchers who are within the first few years of their career.
Limited Submission Funding Opportunities Grants, prizes, or awards in which the sponsor limits the number of proposals each institution may submit.
Notable Funding Opportunities Grants, prizes, or awards deemed “highly prestigious” by the National Research Council.
Nomination Programs Prizes or awards for which member(s) of the Ohio State community are invited or nominated to apply.
Prizes Prizes or awards for which member(s) of the Ohio State community can nominate themselves. Prizes usually come with a cash award and/or formal recognition.

These special funding opportunities are posted on the Office of Sponsored Programs website and are searchable by category or by college, institute, or center. See link below.

In addition to identifying and distributing these funding opportunities, the Office of Research also provides support during the nomination process and serves as a sponsor liaison. Special funding opportunities have an internal deadline that is typically six weeks prior to the sponsor deadline to allow enough time for the Office of Research to support the applicant during the submission process.

Here are links for a few tools associated with finding research funding, including databases listing the special funding opportunities described above, as well as external funding opportunities that can be located through funding search databases such as InfoEd SPIN.

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From the Director – June 22, 2015 – The Innovation Fund http://library.osu.edu/blogs/osulstaff/2015/06/22/from-the-director-june-22-2015-the-innovation-fund/ http://library.osu.edu/blogs/osulstaff/2015/06/22/from-the-director-june-22-2015-the-innovation-fund/#comments Mon, 22 Jun 2015 11:00:44 +0000 batts.8@osu.edu http://library.osu.edu/blogs/osulstaff/?p=3548 Background and History

On December 1, 2011, I wrote a blog posting announcing the creation of the OSUL Innovation fund.   Here’s an excerpt from that entry (the full message can be found here) https://library.osu.edu/blogs/osulstaff/2011/12/01/from-the-director-december-1-2011-introducing-the-new-osul-innovation-fund/ :

I am pleased to announce the creation of the new OSUL Innovation Fund. The objective of the fund is to facilitate and support projects that advance innovative ideas and services that produce high value for users and support the strategic objectives of the OSU Libraries. Awards from this fund will serve as catalysts for introducing new and innovative technologies, research tools, user centric services and progressive approaches. Substantial initial funding has been allocated to provide the stimulus for this process. All requests for funds will be subject to a review process.
All initiatives or projects must align with the strategic plan. Therefore, the Executive Committee will be looking for projects whose nature and scope fulfill at least one or more of these premises:
The project…

  • Pilots or advances new ideas, services or technologies for our core users
  • Engages OSU faculty and/or students in using and enhancing library managed content
  • Initiates or advances new strategic partnerships with other libraries or academic units on campus
  • Positions the Libraries as a national leader in the integration of intellectual content and services within the larger world of ideas and knowledge.
  • Experiments with new ways of doing business
  • Creates infrastructure or enables other projects of strategic importance

In particular, I encourage you to think about “launching a lot of small ships” rather than “building a 100,000-ton freighter and taking a long time to do it.” (Y.S. Chi, IFLA World Library and Information Congress, San Juan, Puerto Rico, August 2011). That doesn’t mean that your proposals have to be inexpensive, but rather that we experiment and pilot as often as possible to move ideas forward.

During my first two years at OSU (and after the arrival of the new administrative leadership team), we had heard regularly statements such as:

  • “I don’t know how to get money to advance a great idea I have.”
  • “I don’t know how to get my needs and ideas in front of someone who can approve my going ahead (and provide resources to do so).”
  • “I’m not sure how IT projects get funded or who decides what things are a priority.”
  • “I don’t know how to get my digitization project in front of someone for consideration.”

These comments led us as an administrative group to begin to do many things but one outcome was to create the Innovation Fund as a clear avenue for answering those compelling questions. At the same time, we began to work with all of you to put in place several additional structures including:

  • a working group and process for receiving requests for digitization with clearer understanding on what was to be funded and tackled and on what schedule; and
  • an IT prioritization process that creates an avenue for articulating potential projects, reviews those projects with key stakeholders, and evaluates and sets a priority list for the next quarter of the year
  • an equipment review process that enables an individual to request facility needs ranging from the simple replacement of furniture to the complete renovation of the fourth floor study rooms in the 18th Avenue Library as well as clarifying that the Assistant/Associate Directors had spending authority up to $5,000
  • clarified clarification of the committee, working group, and task force appointment process, creating clear charges and expectations that include being entry points for good ideas to move forward in the organization.

Outcomes and Successes

On January 25, 2012 and January 6, 2014, I blogged again about the status and success of the Innovation Fund. The 2012 post https://library.osu.edu/blogs/osulstaff/2012/01/25/from-the-director-january-25-2012-innovation-fund-proposals/ addresses the outcome of the first round of applications.

I am delighted with the first round of proposals for the innovation fund. We received 14 proposals. The quality and thoughtfulness of the proposals is a great start. We know the first deadline was quick and appreciate the work that went into getting these first proposals together.

Each application was reviewed and decisions were made to approve, consolidate, or send proposals back to the applicant(s) for additional development.  The appropriate AD will contact each applicant with information on how and when to move forward with their projects.

Most proposals were approved as written. . .

We’re off to a great start. It comes as no surprise to me that we have a number of innovative and creative proposals that will improve upon the great products and services that OSUL already offers to our students, colleagues and the entire OSU community.

And on January 6, 2014, you can see a more detailed list of projects which had been funded https://library.osu.edu/blogs/osulstaff/2014/01/06/from-the-director-january-6-2014/ .

In the three years that the fund has existed, innovation ranged from successful projects that moved into full blown services to projects that failed but taught us something we needed to know to projects which were withdrawn before execution because something in the environment changed. We’ve had all those outcomes and I consider each a successful outcome. Over the life of the fund, we awarded 28 separate innovation projects for a total of approximately $270,000.


Current Status and Decision

Over the last few months, we have heard from a number of quarters that there was interest in changing the Innovation Fund process. We’ve discussed some of those ideas and also talked with individuals about their current thinking about submitting a proposal in the next round.   Here is a brief summary of what we heard:

  • We’ve blown through a great deal of “pent up” projects that people had been waiting to pursue.
  • Individuals now see clearer avenues for advancing a project and haven’t needed to wait for the official Innovation Fund process.
  • The new processes for equipment suggestions, digitization requests and IT projects has made it easier to move projects into implementation and through to completion.

So we believe that the formal innovation fund process has run its course and can now be ended. Innovation is a constant aspect of how we do our work and how you contribute to advancing the Libraries’ role in knowledge building. So if you’ve been waiting to submit a project in the next round of Innovation Fund proposals, wait no more. Simply use the digitization, IT or equipment processes. Or if your proposal doesn’t fit any of those, just talk to your supervisor about how to get your proposal considered.

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Searching for Documents from OSUL Staff http://library.osu.edu/blogs/it/searching-for-documents-from-osul-staff/ http://library.osu.edu/blogs/it/searching-for-documents-from-osul-staff/#comments Fri, 19 Jun 2015 17:30:23 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3058 A reminder that the Search This Site feature on the OSUL Staff (“intranet”) website searches only the content of that site. It does not search library.osu.edu or the Document Registry. Document Registry is a separate system, and you will need to go to it to find a document. It is helpful to think of OSUL Staff as a gateway for staff to get to other Libraries resources.

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A Note on Recently Auctioned Calvin & Hobbes Artwork http://library.osu.edu/blogs/cartoons/2015/06/18/a-note-on-recently-auctioned-calvin-hobbes-artwork/ http://library.osu.edu/blogs/cartoons/2015/06/18/a-note-on-recently-auctioned-calvin-hobbes-artwork/#comments Thu, 18 Jun 2015 20:13:22 +0000 Caitlin McGurk http://library.osu.edu/blogs/cartoons/?p=3179 Thanks to some dear friends and fans of The Billy Ireland Cartoon Library & Museum, it has come to our attention that there were recently three “original” Calvin & Hobbes comic strips listed for sale on eBay.

As many of you know, the Bill Watterson Deposit Collection lives here at The Billy Ireland Cartoon Library & Museum, and it contains the majority of original Calvin & Hobbes artwork.  We do have the originals of all three items recently posted as original art for sale on eBay, and they are safe in our high-security stacks.

If you see a Calvin and Hobbes comic strip for sale and would like to know if we have the original, please do not hesitate to contact us.  We will be glad to let you know which originals are in the collection here.  Although we are not appraisers and cannot authenticate work, we are here to help and advise as best we can.

Seen below is a comparison of one of Watterson’s works that was listed for sale on eBay (bottom) next to the actual original from our archive (top). A close look like this reveals many discrepancies, including different punctuation, date placement, inferior lettering, and more.



We strongly encourage folks to continue collecting and sharing the incredible history of the cartoon art form, and there are lots of opportunities to do so through reputable dealers and auction houses. Shop smart, and let us know how we can help!

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New Collaboration Tool Available to Ohio State Researchers http://library.osu.edu/blogs/researchcommons/2015/06/17/3810/ http://library.osu.edu/blogs/researchcommons/2015/06/17/3810/#comments Wed, 17 Jun 2015 16:57:02 +0000 Joshua Sadvari http://library.osu.edu/blogs/researchcommons/?p=3810 A recently-launched tool aims to make it easier for faculty, students, industry leaders, and community partners to explore the breadth of research expertise that Ohio State has to offer.  EngageOSU is an online portal providing profiles on faculty and researchers at the university and covering research across all fields – including life sciences, physical sciences, engineering, social sciences, humanities, and liberal arts.

An extension of the Academic Analytics database, the EngageOSU portal aggregates faculty and researcher data on collaborations, publications (including journal articles and books), citations, grants and awards, and researcher interests and expertise into a searchable, interactive database.

Upon accessing the portal, researchers can use the search box to look for information about specific faculty members or to enter terms aligning with their research interests to explore who may also be working in these areas at Ohio State.  Performing a search will return a list of faculty names and a table with data on collaborations, citations, and other key pieces of information.

CollaborationGraph_NoNamesClicking on any one of those names will return the departmental affiliation of that faculty member, as well as an interactive collaboration graph that displays information about a researcher’s individual and institutional collaborations.  In the accompanying figure, each connecting line represents collaboration between individual researchers (names have been removed), and nodes represented by different colors are indicative of collaborations across institutions.  The wider a connecting line between any two nodes, the greater the degree of collaboration between those individual researchers, determined based on other information in the database (e.g., co-authorship).

Researchers browsing EngageOSU can also click on the “Profile” icon to the left of an individual faculty member’s name to see more information about their publications and grants, as well as an interactive word cloud displaying keywords associated with their research interests.  Clicking on the different terms that form the word cloud will redirect to another list of names, including other faculty at the university who are associated with the same key term.  In this way, researchers can explore EngageOSU to locate other individuals at Ohio State who may share similar research interests and who may be open to collaborating on future projects.


Look for EngageOSU to develop further as more faculty and researcher data are incorporated into the database.  And, stay tuned to our Events calendar for information about future sessions on EngageOSU and other tools for finding collaborators and being found!

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IT Project Prioritization for 2015Q3 http://library.osu.edu/blogs/it/it-project-prioritization-for-2015q3/ http://library.osu.edu/blogs/it/it-project-prioritization-for-2015q3/#comments Tue, 16 Jun 2015 18:30:12 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3049 image of the third quarter moon

Moon, by Hadley Paul Garland

Tier I (Highest Priority)

Co-Curricular Tutorial Delivery Select solution for re-implementation of Net.Tutor

Release goals:

  • (T&L) Test Moodle and make decision about suitability (research other solutions if Moodle is not sufficient)
    identify and prioritize enhancements to vanilla system
  • Assuming custom development not required: apply OSUL branding and turn over to T&L for content creation

Product Owner: Karen Diaz
Phase: User Acceptance Testing and possibly Implementation


Image Management System – “Gemify” code modifications in order to improve maintainability and share our work with the community

Release goals:

  • Identify code differences between our current version and ‘vanilla’ Sufia
  • Arrange code sets into possible gems
  • Develop, test, document, work with community, and pull request them

Product Owner: Beth Snapp
Phase: Development

DSpace Upgrade – Test upgrade, finalize customization requirements

Release goals:

  • Identify and prioritize necessary customizations
  • Depending on level of requested custom development, target date for real upgrade can be established

Product Owner: Maureen Walsh
Phase: Testing and Release Planning

Resource Capacity Suite – Complete development and test Buckeye Sensor (study room availability), InUse (computer availability), and Room Reservation System

Release goals:

  • Identify and assemble stakeholders
  • Design interface that can introduce and present the three systems together
  • Design and build Buckeye Sensor User Interface
  • Test InUse interface and unleash pilot on circ machine
  • Work with Communications to develop marketing plan
  • Test and Deploy

Product Owner: Tony Maniaci/Lila Andersen
Phase: Development, Testing and probably Deployment

ArchivesSpace Data Migration AS-48 – Import Sierra and Past Perfect Data

Release goals:

  • Develop tool to read and parse Sierra data
  • Develop tools to check for and store id’s for existing records, e.g. agents, resources, instances, accessions
  • Develop tools to insert and store id’s for new records, e.g. if an agent doesn’t exist, create it and store the id for inclusion in the resource
  • Develop logging system to store a record of all actions performed
  • Run import of Sierra data
  • Develop tool to read and parse Past Perfect Data
  • Run import of Past Perfect data

Product Owner: Cate Putriskis

Identifier Resolution Service – Develop architecture and implement proof of concept

Release goals:

  • Develop plan, architecture, service needs (e.g. handle is minted when object published)
  • Integrate mechanism for synchronizing ID’s with existing handle server
  • Integrate mechanism for minting ID’s and recording in repository
  • Test and deploy

Product Owner: Terry Reese
Phase: Requirements and Proof of Concept

Test Sierra Premium Write APIs – Determine whether the APIs are technically sound and provide useful functionality

Release goals:

  • Test delivered endpoints
  • Send bug reports and feedback to Innovative
  • Perform technical cost-benefit analysis

Product Owner: Beth Snapp
Phase: Beta Testing

Tier II

Streamline Communications Department Processes – NewsNotes

Release goals:

  • Develop a Hub submission form for requests to add articles to NewsNotes
  • Test WordPress-MailChimp integration and make necessary requested enhancements



Product Owner: Larry Allen
Phase: Implementation and Testing

Special Collection Reading Room Patron Management – Explore technical solutions against needs assessment, assemble and engage stakeholder group

Release goals:

  • Complete process mapping of existing workflows and review/correct with interviewees
  • Identify similarities and differences
  • Propose and implement, if approved, short-term recommendations for increased efficiencies (eg, new pickup location)
  • Present to Product Owner and discuss next steps


Product Owner: Lisa Carter
Phase: Needs Assessment/Process Improvement

Image Management System – Work with Product Owner to identify user stories for the next release

Release goals:

  • Groom existing user stories, many might be met by production system
  • Consult with stakeholders to find any additional needs (post production)
  • Identify and prioritize stories to be put forward for future P3

Product Owner: Morag Boyd
Phase: Initiate Next Release Cycle

Illiad Interface Enhancements – implement designs, check upgrade changes

Release goals:

  • Implement mockups and test with Product Owner
  • Note: requires front end development

Product Owner: Brian Miller

Phase: Implementation, Testing and Possibly Deployment)

Tier III

Archival Document Management System

Explore Video/Audio Preservation/Management System 


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“To the citizens of Russia: the Provisional Government is overthrown” http://library.osu.edu/blogs/theatre-research-institute/2015/06/16/650/ http://library.osu.edu/blogs/theatre-research-institute/2015/06/16/650/#comments Tue, 16 Jun 2015 13:12:53 +0000 Orville Martin http://library.osu.edu/blogs/theatre-research-institute/?p=650 “To the citizens of Russia: the Provisional Government is overthrown”

By Cecelia Bellomy

To the citizens of Russia: the Provisional Government is overthrown

To the citizens of Russia: the Provisional Government is overthrown

It is a cold, late fall Russian morning and you leave your home to go about your business. You’re on your way, a day like any other, until you see a notice posted on the side of a building or wall: “To the citizens of Russia: the Provisional Government is overthrown.” The notice is time-stamped 10 AM. It is November 7th, 1917, and at this moment, you realize that your life has changed forever.

This notice, posted in St. Petersburg to alert the populace of the victory of the Bolsheviks and the beginning of Communist rule, was a gift to the Lawrence and Lee Theatre Research Institute from Frank Lloyd Dent to the Norris Houghton Collection in 2008. Dent was a close friend of Houghton, one of the few Americans allowed to experience the Golden Age of Russian theatre firsthand. Houghton visited the Soviet Union multiple times and got to sit in on rehearsals and watch productions by Konstantin Stanislavsky and his Moscow Art Theatre and Vsevolod Meyerhold and his Meyerhold Theatre. He outlines his time in the USSR in his two books Moscow Rehearsals (1936) and Return Engagement (1962).

Other than the fact that the proclamation was gifted into the Houghton collection by a close friend, the document’s history remains a mystery. One likes to imagine that perhaps Stanislavsky himself gave it to Houghton as a thank-you for chronicling what the Soviet theatre was doing right in an age when the American opinion of all things Red was negative indeed.

Though the proclamation belongs to the Theatre Research Institute, it has fallen  to Predrag Matejic, the Director of the Resource Center for Medieval Slavic Studies and Curator of the Hilandar Research Library, to provide historical context. I interviewed him about the piece and his face lit up at its first mention.

“I was truly amazed when I read it,” he said, “because it couldn’t be anything other than the announcement of the Bolshevik victory.” Matejic gave me a full translation of the document with added words in brackets to make understanding a bit easier:

To the citizens of Russia: the Provisional Government is overthrown. That [those things] for which the people fought: the immediate tendering of a democratic peace, the abolition of large landowner ownership of the land, worker control  of the means of production, the creation of a Soviet government – this has been achieved. Long life [Glory] to the revolution of the workers, soldiers, and peasants! Bread – [to the] hungry! Land – [to the] peasants! Factories – [to the] workers! Peace – [to the] peoples!

Military-Revolutionary Committee
of the Petrograd Soviet of
Workers and Soldiers Deputies

25 October [November 7] 1917 10:00 A.M.

Such a valuable and irreplaceable historical artifact seemed almost too good to be true to Matejic, so he did extensive research of Russian-language sources, eventually finding that the document did, in fact, “reflect something that was real.” As far as we know, this document really did hang in St. Petersburg, soon to be re-named Petrograd (and later Leningrad), and notified people of the success of the revolution. After more research, Matejic also found evidence that this notification and others like it were produced and distributed straight from Vladimir Lenin, the leader of the Bolshevik Revolution, himself. In fact, multiple versions were likely distributed, customized for different groups to read. It is unknown what type of citizens read this proclamation, but Matejic does draw an interesting parallel between the list of promises at the end of the proclamation, “Long life [Glory] to the revolution of the workers, soldiers, and peasants! Bread – [to the] hungry! Land – [to the] peasants! Factories – [to the] workers! Peace – [to the] peoples!” and the Beatitudes spoken by Jesus Christ during his Sermon on the Mount:

“Blessed are the poor in spirit,
For theirs is the kingdom of heaven.
Blessed are those who mourn,
For they shall be comforted.
Blessed are the meek,
For they shall inherit the earth.
Blessed are those who hunger and thirst for righteousness,
For they shall be filled.
Blessed are the merciful,
For they shall obtain mercy.
Blessed are the pure in heart,
For they shall see God.
Blessed are the peacemakers,
For they shall be called sons of God.
Blessed are those who are persecuted for righteousness’ sake,
For theirs is the kingdom of heaven.”
(Matthew 5:3-10, KJV)

Just as Jesus promised heavenly rewards to the poor, oppressed, and peaceful, Lenin promises earthly comforts and peace to the downtrodden lower Russian classes. Though the exact audience of this proclamation is unknown, it could easily have been posted on a factory door or street corner surrounded by tenements. The language of the notice suggests that it is meant to bring comfort and excitement to those who would benefit most from the nationalization of privatized wealth.

Besides its historical significance and artistic language, the proclamation is interesting simply as an archival object. Matejic notes that the date printed on the proclamation is October 25, 1917, though it is well known that the day St. Petersburg was delivered into Bolshevik hands was, in fact, November 7th of that year. This date disparity is not a typo but a last, soon-to-be-destroyed vestige of pre-Revolution Russia. The October date coincides with the Julian calendar, used by Russia and a few other countries at the time of the Revolution. Within a year, the Soviets would change Russia over to the Gregorian calendar used by the majority of the world. In hindsight, it is an irony to see this remnant of the old Russia clinging to the bottom of this proclamation declaring the beginning of the new, Communist era.

The proclamation also lacks one character from the Russian alphabet, “yat” (pronounced YEH). Matejic explained that the notice is written in the orthography in use in Russian during the eighteenth and nineteenth centuries. The “yat” (Ѣѣ) is replaced with another character known as the “hard sign” (Ъъ). Despite giving an odd look to some of the words in the document, this fact  supplies a tidbit of information that adds to our understanding of this very important day in Russian history: simply, as Matejic puts it, “Wherever Lenin was on that day, they couldn’t find a yat.”

Today, the document is one of the busiest and most popular in OSU Libraries’ Thompson Library Special Collections. It is often shown to classes of history students who “just can’t believe” we own such a piece. It is also used to illustrate differences between the Julian and Gregorian calendars.  Matejic also expressed his desire to get inside the frame the document came in to preserve it better and investigate it for further clues as to its origins.

Matejic doesn’t “believe [another one of these documents] exists anywhere in North America.” “Many people on this campus…for them, the USSR and Soviet-bloc European countries…are not something they grew up with” so the significance of a historical document like this is “incredible.” Just as Norris Houghton got to experience a slice of the Soviet world which was so foreign to him, the Theatre Research Institute, with this special document, can share a little bit of the dawn of a world now past to people who will be as stunned as Houghton was upon his first view of Stanislavsky.

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Navigating the TEACH Act in Distance Education http://library.osu.edu/blogs/copyright/2015/06/12/navigating-the-teach-act-in-distance-education/ http://library.osu.edu/blogs/copyright/2015/06/12/navigating-the-teach-act-in-distance-education/#comments Fri, 12 Jun 2015 20:07:45 +0000 Maria Scheid http://library.osu.edu/blogs/copyright/?p=690 Distance education is a thriving field, supported by the swift evolution and progress of technologies that promote access to and interaction with educational materials. The Technology, Education, and Copyright Harmonization Act of 2002 (“TEACH Act”), an amendment to Section 110 of U.S. Copyright Act, seeks to encourage these educational experiences by providing a specific carve out for distance education. The TEACH Act, codified in § 110(2), was signed into law and became effective on November 2, 2002 and amended existing copyright law to permit certain performances and displays of copyrighted materials in distance education settings.

A Brief History

In 1976, the time that the original language was enacted, § 110(2) provided an exemption for certain performances or displays of copyrighted works in the course of a transmission. At the time, a transmission referred to an instructional television or radio broadcast. With the expansion of digital technologies and development of distance learning, however, concerns arose over the adequacy of the existing copyright law in promoting digital distance education and protecting the rights of copyright owners. To address this concern, Section 403 of the Digital Millennium Copyright Act of 1998 (DMCA) required the Register of Copyrights to submit recommendations to Congress on “how to promote distance education through digital technologies, while maintaining an appropriate balance between the rights of copyright owners and the needs of users.”[1] In their 1999 report “Report on Copyright and Digital Distance Education” the U.S. Copyright Office provided a number of recommendations after consultation with representatives of copyright owners, nonprofit educational institutions, and nonprofit libraries and archives. The original TEACH Act bill implemented a number of the recommendations set forth in the Copyright Office’s report.[2]

Requirements of the TEACH Act

You must comply with a rather lengthy list of requirements in order to receive the protection the TEACH Act provides. To guide you through these various requirements, we have created a new handout: Using Materials in Distance Learning: A Guide to § 110(2) (TEACH Act).

In many ways the TEACH Act broadened the scope of § 110(2). Transmissions of works were no longer confined to physical classrooms, all type of works could now be performed or displayed (subject to certain limitations), and transmitting organizations were now permitted to reproduce copies of the works in order to perform or display them (again, subject to certain limitations). At the same time, the TEACH Act introduced additional institutional, teaching, and technology requirements to address concerns over how a work may be accessed and shared in a digital environment. All of the following requirements must be met:

□ General Scope: 

The TEACH Act only applies to the performance and display of copyrighted works. It does not cover the remaining exclusive rights held by a copyright owner, including the rights of distribution or creation of a derivative work. Under § 112(f)(1), however, a work may be reproduced in order to be performed or displayed within the requirements of the TEACH Act. See our handout, Using Materials in Distance Learning: A Guide to § 110(2) (TEACH Act), to see under which conditions reproduction would be permissible.

The TEACH Act amended § 110(2) to expand the scope of works that may be performed or displayed. You are permitted to perform a full nondramatic literary or musical work or reasonable and limited portions of all other types of works. You are permitted to display any type of work so long as you do so in an amount comparable to what would be displayed in a traditional classroom setting.

Finally, all copies of works that are being performed or displayed must be lawfully made and acquired—illegally obtained copies are not permitted—and the copy performed or displayed cannot be a work that is produced or marketed primarily as eLearning or distance learning materials.

□ Institutional Requirements: 

Eligible transmitting entities include government bodies and nonprofit educational institutions. Nonprofit educational institutions must be accredited. The institution must also provide a number of safeguards to counteract the risk of widespread dissemination of works. These safeguards include instituting policies regarding copyright, providing notice to students or recipients of the materials that the works may be subject to copyright protection, and providing copyright information to faculty, staff, and students to promote compliance with copyright law.

□ Teaching Requirements:

Performance or display of a work must be made by, at the direction of, or under the actual supervision of an instructor. The performance or display of the work must be made as an integral part of a classroom session offered as a regular part of systematic mediated instructional activity. In other words, an instructor must either initiate or actually supervise the performance or display, though real-time supervision is not required. Additionally, the performance or display must be an actual part of the class itself, not ancillary to the class, and it must be analogous to the type of performance or display that would take place in a live classroom setting. The performance must also be directly related and of material assistance to the teaching content. Works cannot be performed or displayed as unrelated background materials or simply for entertainment—they must be tied to the curriculum.

□ Technology Requirements:

At the time the law was being amended and distance education was gaining popularity, copyright owners were expressing their concerns over the ease of reproduction and dissemination of the works in a digital environment. Such activities, they argued, would have a large impact on their ability to license or otherwise exploit their rights as copyright owners. To address this concern, the TEACH Act imposes a number of technology requirements and limits the receipt of transmissions, to the extent technologically feasible, to students officially enrolled in the course or governmental employees as part of their official duties or employment.

In the case of digital transmissions, the transmitting body must apply technological measures to reasonably prevent retention of the copyrighted work beyond the duration of a particular class session and to reasonably prevent unauthorized further dissemination of the work. This may include performance or display via streaming services or limiting access though adoption of a closed content management system.

Finally, the TEACH Act supports the anti-circumvention language of the Digital Millennium Copyright Act and prevents a transmitting body from engaging in conduct that could reasonably be expected to interfere with technological protection measures that are already in place for copyrighted works.

What to Do if You Don’t Satisfy All Requirements

It may be the case that your intended use doesn’t satisfy all requirements of the TEACH Act. Maybe you would like to share materials to students beyond those officially enrolled in your class, or maybe you are performing or displaying materials through a service that does not allow for any sort of downstream control. In such situations, you may consider whether your intended use is likely to be considered a fair use. Fair use is a defense against a claim of copyright infringement and would allow you to perform or display the work without permission from the copyright owner. A fair use analysis is fact specific and should be considered for each individual piece of work you intend to perform or display.

You may also explore options for using alternative works that are in the public domain or available through more flexible open license terms. Works that are in the public domain are free to use without restriction. To use works available under an open license, you must comply with the license terms.

Finally, if you would like to use a particular work and you cannot rely on fair use, you may seek the permission from the copyright owner to use the work.


In summary, the TEACH Act was a result of years of discussion and debate between copyright owners and individual and institutional users of copyrighted content. The final product was a compromise designed to promote distance education through digital technologies, addressing the holes created through rapid growth of technology and proliferation of distance learning. Because of its many limitations and restrictions, the TEACH Act has been accused of being too narrow in applicability, prompting many instructors to rely instead on fair use or pursue licensing options. But for those transmitting bodies that meet all of its requirements, the TEACH Act serves as an important statutory exemption.

[1] Digital Millennium Copyright Act, Pub. L. 105-304, 112 Stat. 2860 (1998).

[2] Technology, Education and Copyright Harmonization Act of 2001, S. 487, 107th Cong. (2001).


By Maria Scheid, Rights Management Specialist at the Copyright Resources Center, The Ohio State University Libraries

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Fair Use in text and data mining (link) http://library.osu.edu/blogs/dhstudygroup/2015/06/11/fair-use-in-data-mining/ http://library.osu.edu/blogs/dhstudygroup/2015/06/11/fair-use-in-data-mining/#comments Thu, 11 Jun 2015 18:00:57 +0000 Melanie Schlosser http://library.osu.edu/blogs/dhstudygroup/?p=62 From our colleagues at the Copyright Resources Center, here is a new issue brief from ARL on Fair Use in Text and Data Mining. New research techniques in the humanities raise a lot of copyright questions that have yet to be directly addressed by the law or the courts – one of them is the legality of data mining copyrighted content. Fortunately, from the issue brief, the news seems to be good…

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Mid-Quarter Project Report 2015Q2 http://library.osu.edu/blogs/it/mid-quarter-project-report-2015q2/ http://library.osu.edu/blogs/it/mid-quarter-project-report-2015q2/#comments Thu, 11 Jun 2015 17:33:33 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3046 The following projects were approved for Quarter 2, 2015, April 1 to June 30.  The projects were arranged into three tiers of priority to help guide our work. This report describes progress through the 9th week of the quarter.

Tier I (Highest Priority)

  • ArchivesSpace Production Support (Product Owner: Cate Putirskis)
    The project team collaborated with Lyrasis to isolate the re-ordering issue and develop a patch for resolving it.  This fix has been tested in a development release, but has not been released for a production instance yet. We expect to have the release available in mid-June and will plan testing and upgrading the software.  The SCDA and Special Collections groups have been continuing to use the software for creating Accession records as well as uploading Resource record sets with the knowledge that data order will need to be redressed once the patch is in place. AD&S has developed a prototype for reordering Resource elements based on title, but will need to extend that to order by container data. Looking forward, the team participated in the selection process for next development efforts to be undertaken by the Lyrasis development team, especally anticipating the Location Management changes effected by “that Yale plugin”.
  • ArchivesSpace Data Migration – Import existing Special Collections data into ArchivesSpace (Product Owner: Cate Putirskis)
    This next phase has not been fully engaged, only beginning to identify the data from Sierra and conceptualizing the data we’ll need to import.  This project has unfortunately been delayed by resources committed to resolving the production issues around our ArchivesSpace installation.
  • Image Management System Import Cartoons and Byrd Polar Media Manager collections and deliver a production public interface (Product Owner: Morag Boyd)
    This project is reaching the final stages for this phase. Development around the Public and Back-End user interfaces is complete. Staging and development environments are being implemented and tested. Decisions on the metadata structure are being finalized and implemented and we are working through the importing scripts.  We are slightly behind where we wanted to be, but believe that we’ll be ready to move into production on schedule.
  • DSpace Upgrade to 5.x Practice upgrade with Longsight (Product Owner: Maureen Walsh)
    The team worked with our vendor to successfully complete and document a practice upgrade of a copy of our production code base and assets to DSpace 5.2.  DCS is in the process of reviewing this system to identify needed configuration changes and to itemize a list of customizations (code modifications) that would be required during the “real” upgrade. AD&S feels confident that our developers can perform future upgrades.
  • Identifier Resolution Service Review use cases and design solution (Product Owner: Terry Reese)
    Initial requirements and possible technical solutions have been had initial exploration. Further examination of needs against possible solutions will be the next step and an implementation plan developed.

Tier II

  • Room Reservation Enhancements – Improve system based on user feedback (Product Owner: Lila Andersen)
    We have started on the requested enhancements, with the first round of modifications fully tested and ready for production.
  • Co-Curricular Tutorial Delivery – Develop plan for migration of Net.Tutor to new tutorial platform/system (Product Owner: Karen Diaz)
    An instance of Moodle is ready for testing by Teaching & Learning. If Moodle does not meet the needs of T&L, we will continue our research into possible solutions.
  • Explore Video/Audio Preservation/Management System – Develop requirements, stand up Avalon (or equivalent) for exploration
    No progress.
  • ILLiad Interface Enhancements Improve usability and mobile responsiveness of Illiad (Product Owner: Brian Miller)
    User interface mockups have been developed with the Product Owner. Implementation can begin with the onboarding of a front-end web developer.

Tier III

  • Digital Exhibits Platform – Research and evaluate Spotlight
    The Digital Exhibits Working Group and the Head of Digital Initiatives are recommending adoption of Omeka as a platform for digital exhibits. (Digital Exhibits paper is due June 8) IT proposes that we consider developing a method for linking Omeka items in digital exhibits to objects in the Master Objects Repository, as there has been no progress in the community on an Omeka 2.x to Fedora 4 connector.
  • BuckeyeSensor Interface – Design and implement prototype interfaces
    No progress.
  • Special Collection Reading Room Patron Management – Develop requirements (Product Owner: Lisa Carter)
    The team has been conducting interviews with reading room managers. Documentation of current workflows, similarities and differences between processes, and pain points is in progress. We have recommended a couple short-term steps to increase efficiencies.

Other Work

  • Carmen Library Link/LibGuides Implementation
    This project wasn’t prioritized, as we didn’t have much work left to do on it. The team is obtaining the final data streams and setting it up for testing and training with the LibGuides implementation team in the next few weeks.
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Thoughts on the first meeting http://library.osu.edu/blogs/dhstudygroup/2015/06/11/thoughts-on-first-meeting/ http://library.osu.edu/blogs/dhstudygroup/2015/06/11/thoughts-on-first-meeting/#comments Thu, 11 Jun 2015 17:33:05 +0000 Melanie Schlosser http://library.osu.edu/blogs/dhstudygroup/?p=59 We spent much of Tuesday’s meeting discussing the definition of digital humanities included in the readings and talking at a high level about how its emergence affects us as librarians. Rather than try to summarize everything we talked about, I thought I’d share a few points that struck me as being particularly helpful.

The many uses of buckets

One attendee stressed that we shouldn’t need to (and can’t!) know everything. Instead, we can learn enough about the work happening under the digital humanities label to identify some ‘buckets.’ Mapping, for example, or text encoding. The specifics of a project will always be unique and often complex, but if we use our tried-and-true reference interview skills to  figure out what category of work we’re dealing with, we should be able to provide some resources and/or bring in the appropriate person to help. Of course, that means knowing who has the expertise on a particular ‘bucket,’ but maybe that’s something we can tackle in another meeting.

What would you do if…

Another attendee shared what I thought was an excellent question to ask researchers who are seeking help with digital scholarship projects: “What would you do if you had the technology/expertise available?” It’s another nod to the reference interview – getting at what people really want or need. The perfect tool for their project may already exist, and even if it doesn’t, it’s helpful for us to know what types of research are coming down the pike so we can develop the services and infrastructure to support them.

You can’t take the humanities out of digital humanities

There is a lot of fear and skepticism around digital scholarship. One way to make it less scary and show that it’s not out to destroy traditional research methods is to focus on the things they have in common. Digital humanities research starts with a research question just as print scholarship does, and its methods (text mining, for example) are often more powerful, more efficient versions of the methods humanists have used for decades (like compiling or consulting a concordance). Moving the focus from of the technology to the intellectual work is also a way to make DH more accessible for librarians. Many of our skills – like the reference interview I keep harping on, and organization of information – are crucial for supporting the digital humanities. We just need to find the right ways to think about and talk about our work in this context.

Thanks to everyone who attended yesterday. We are looking forward to next month’s discussion!

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Release Notes: 6.11.2015 http://library.osu.edu/blogs/it/release-notes-6-11-2015/ http://library.osu.edu/blogs/it/release-notes-6-11-2015/#comments Thu, 11 Jun 2015 17:27:56 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3044 During our maintenance window this evening we will be releasing the following updates:

  • Room Reservation – ROOM-148: Disallow Room Deletion with Associated Reservations
  • Room Reservation – Theme and Branding changes
  • Room Reservation – Upgrade software version
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OAA Service Center requesting Libraries use new Travel Reimbursement Form http://library.osu.edu/blogs/osulstaff/2015/06/10/oaa-service-center-requesting-libraries-use-new-travel-reimbursement-form/ http://library.osu.edu/blogs/osulstaff/2015/06/10/oaa-service-center-requesting-libraries-use-new-travel-reimbursement-form/#comments Wed, 10 Jun 2015 18:43:04 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3535 The OAA Service center is requesting that the libraries start using a new Travel Reimbursement Form.  The service center wants to standardize its processes across all colleges under them in order to improve their efficiency.  This change should assist in getting a quicker payment turnaround for you.

The new travel form template along with the form instructions can be found on the following procurement center website: https://u.osu.edu/pssc/

PLEASE NOTE:  the form does not calculate properly when using Google Chrome.  Please use Internet Explorer, Adobe or Firefox, so it calculates correctly.

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Call for Exhibit Proposals in Thompson Library Gallery for 2017 http://library.osu.edu/blogs/osulstaff/2015/06/10/call-for-exhibit-proposals-in-thompson-library-gallery-for-2017/ http://library.osu.edu/blogs/osulstaff/2015/06/10/call-for-exhibit-proposals-in-thompson-library-gallery-for-2017/#comments Wed, 10 Jun 2015 18:41:41 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3533 The Exhibits Sub-Committee is accepting proposals for two slots in Thompson Gallery in the 2017 academic year. This is an opportunity for all Library faculty and staff.  Proposals are due Friday, October 30, 2015.

The available slots are:

  • Spring/May: February 1-May 14, 2017
  • Summer/Fall: May 24-September 17, 2017

About this opportunity:  The Thompson gallery is a crossroads space located in the heart of campus. Exhibits present a special opportunity to foster meaningful and memorable learning experiences with library collections. The Exhibits Sub-Committee are seeking proposals that:

  • Offer specific engagement opportunities with collections for faculty and classes.
  • Collaborate across library and teaching departments for broad impact.
  • Are scoped broadly for the academic community by aligning with campus initiatives, significant events, and current discussions.
  • Embrace the university value of diversity in people and ideas by including perspectives from multiple worldviews, histories, and cultures.

 To propose an exhibit:

Begin by downloading and reviewing the proposal form. Use the form as a guide for developing your proposal. Reach out to the Exhibits Coordinator with questions: Erin Fletcher, Fletcher.301@osu.edu or 614-688-2187.

We suggest that you also look at the Exhibits Program Goals and Guidelines for Building a Strong Proposal. The Program Goals will give you a sense of the components of strong exhibits.  The guidelines will be used as criteria for evaluating and selecting submissions.

When you are ready to submit your proposal scan and email it to Erin Fletcher at Fletcher.301@osu.edu. Please include the word “Proposal” and your name in the subject heading. You may also deliver it to Erin Fletcher at 155 Thompson Library.


Call For Exhibit Proposals In Thompson:

Exhibits Goals and Criteria:

Exhibits Proposal Form:

You can submit your proposal at any time until the deadline of Friday, October 30.

For more information:  Call or email the Exhibitions Coordinator, Erin Fletcher, at 614-688-2187 or Fletcher.301@osu.edu.  Also, look for upcoming information sessions at Special Collections Forum and the Engaged Librarian Forum.

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University Libraries launches program encouraging university faculty and staff to return library items not being used http://library.osu.edu/blogs/osulstaff/2015/06/10/university-libraries-launches-program-encouraging-university-faculty-and-staff-to-return-library-items-not-being-used/ http://library.osu.edu/blogs/osulstaff/2015/06/10/university-libraries-launches-program-encouraging-university-faculty-and-staff-to-return-library-items-not-being-used/#comments Wed, 10 Jun 2015 18:32:37 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=3530 University Libraries has launched a new initiative designed to retrieve long overdue materials from faculty and staff this summer, prior to the implementation of changes in the Libraries’ billing policies starting in the fall.

Beginning Monday, June 1 and continuing through Thursday, September 3, University Libraries is encouraging the university’s faculty and staff to take advantage of the “Triple R Program,” facilitating the return of library materials to the system’s collection and helping clear up individuals’ records.  The driving purpose of the program is to recover items that have been borrowed and are no longer needed by the person who has the material.  Retrieving these items helps control costs by reducing the amount of money University Libraries must spend on replacement materials.  And getting the materials back in the collection makes them available for other faculty, staff, students and researchers to use in their own work.

The program was initially promoted to staff and faculty through OnCampus Today on June 1, directing readers to the Libraries’ news blog for details. The Libraries is requesting that university faculty and staff:

  • Review:   Check their library account:  https://library.ohio-state.edu/patroninfo/ . Look through offices and work spaces for borrowed University Libraries materials; determine which are being used and which should be returned to the Libraries.
  • Return:   Bring back library items which are no longer being used to any library location, or contact Tony Maniaci, Head of Circulation Services for University Libraries, at or your regional campus library to arrange for a pickup of items by University Libraries’ staff.
  • Renew:   Talk with library staff or go online to renew non-recalled items that faculty/staff would like to continue using. Renewal limits may apply to OhioLINK and SearchOhio items.

At the conclusion of the program, University Libraries will institute changes in its policies regarding faculty and staff fines and billing practices.  The changes are designed to more closely align Ohio State’s practices with those taking effect at peer institutions.

Beginning September 4, 2015, the threshold for blocking borrowing privileges will be reduced from the current $75 to $50 for all library customers, including faculty and staff.  In addition, faculty and staff with long overdue items will be billed through the University Bursar.

Questions about the logistics of the program should be directed to Toni Maniaci, 247-6888, maniaci.1 .

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Access the May 2015 Issue of “Research Development and Grant Writing News” http://library.osu.edu/blogs/researchcommons/2015/06/09/3766/ http://library.osu.edu/blogs/researchcommons/2015/06/09/3766/#comments Tue, 09 Jun 2015 14:11:28 +0000 agnoli.1@osu.edu http://library.osu.edu/blogs/researchcommons/?p=3766 Some of the topics in the May issue include:

  • NORDP (National Organization for Research Development Professionals) 2015 Conference Report
  • NIGMS Pilots New Funding Model
  • Agency Wide Insights from the NSF Cyber Learning Webinar
  • Generic vs. Specific Characteristics of Proposals
  • The Myth that Agencies Fund Good Ideas
  • Agency News, Reports, Roadmaps, etc.
  • New Funding Opportunities

The Office of Research provides a campus-wide subscription to this excellent newsletter. Ohio State’s subscription permits unlimited distribution within the campus research community with your OSU login. Please feel free to forward this link, http://go.osu.edu/grantwritingnews, to anyone involved in research, i.e., faculty, staff, postdocs, graduate, and/or undergraduate students.

The writers and editors are experts in research/proposal development and this resource should be required reading for anyone preparing a grant proposal. The recommendations are especially helpful to those who are new to grant writing or want to enhance their grantsmanship skills.

The Research Commons will host a funding-related workshop on June 16th, where participants will learn strategies for locating funding opportunities with the SPIN database.  For complete details and to register, visit Finding Funding Workshop (SPIN).

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Reminder: First study group meeting today! http://library.osu.edu/blogs/dhstudygroup/2015/06/09/reminder-first-meeting/ http://library.osu.edu/blogs/dhstudygroup/2015/06/09/reminder-first-meeting/#comments Tue, 09 Jun 2015 13:56:44 +0000 Melanie Schlosser http://library.osu.edu/blogs/dhstudygroup/?p=57 Don’t forget we’re meeting today at noon in THO 165 to talk about “What is DH and why should I care about it?” We know it’s over lunchtime, so feel free to bring something to eat. More information and links to the readings are in this post.  See you there!

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From the Director – June 8, 2015 – E-Books and Quiet Study: Results of the 2015 LibQUAL Survey http://library.osu.edu/blogs/osulstaff/2015/06/08/from-the-director-june-8-2015-e-books-and-quiet-study-results-of-the-2015-libqual-survey/ http://library.osu.edu/blogs/osulstaff/2015/06/08/from-the-director-june-8-2015-e-books-and-quiet-study-results-of-the-2015-libqual-survey/#comments Mon, 08 Jun 2015 13:38:37 +0000 batts.8@osu.edu http://library.osu.edu/blogs/osulstaff/?p=3527 Guest posting by Sarah Murphy, Coordinator of Assessment

University Libraries administered its ninth LibQUAL Survey in February 2015, gathering feedback from close to 1,900 undergraduates, graduates, faculty, and staff. Survey results indicate that overall faculty and students continue to be satisfied with library resources and services. The Libraries also achieved its LibQUAL benchmark targets for the 2011-2016 Strategic Plan by maintaining mean scores for questions within the Library as Place dimension and improving means scores for questions in both the Affect of Service and Information Control dimensions.


  • More than 70% of faculty and roughly 80% of all undergraduate and graduate students reported they most frequently used the Thompson or 18th Avenue Library
  • Undergraduate students are twice as likely as faculty to use library resources on library premises daily or weekly
  • Undergraduate and graduate students identified Quiet space for individual activities in their top five areas needing improvement. Both expressed a desire for more quiet study space.
  • Faculty and graduate students desire more robust, accessible e-book collections with options to download e-books to desired reading devices.
  • Faculty no longer identify a gap in their expectations for the Libraries’ print and electronic collections, but continue to identify A library Web site enabling me to locate information on my own as their top area for improvement.


A PDF of the full 2015 LibQUAL Survey Report is available in the Libraries Document Registry, along with four interactive Tableau workbook files which now allow library faculty and staff the ability filter the survey results by user group, OSU College or School, and the library location respondents reported they used the most often.* This means you can use these files to view the survey results for graduate students in the College of Engineering, for example, who report using the 18th Avenue Library the most frequently.

Comments are embedded in the file labeled LibQUAL 2015 Summary, With Comments. It is possible to filter and export both the comments and survey results directly to an Excel file, if needed or desired. A comparison of the 2011, 2013, and 2015 survey results is also now possible with Tableau, and is located in the files labeled:

  • Affect of Service, 2011-2015
  • Information Control, 2011-2015
  • Library as Place, 2011-2015, and
  • Local Questions, 2011-2015


The Recommended Actions section of the 2015 LibQUAL survey report highlights several opportunities for improvement and was developed in partnership with several faculty and staff throughout the Libraries. It is divided into three main topic areas – library.osu.edu, E-Books, and quiet study – and includes both current initiatives and ideas for exploration.


LibQUAL is a significantly large, time-intensive project that cannot be accomplished without the support and effort of several individuals. A special thank you is required for Lauren Paulauskas in Planning and Administration for identifying survey incentives and managing their distribution and Michael Barclay in HR for providing the faculty sample.

*The LibQUAL 2015 Reports are displayed only to OSUL Staff so it is necessary to login to the Document Registry to see the documents. All LibQUAL Reports are grouped together using the tag LibQUAL.

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ACRL Webcast: Finding Your Role: The Subject Specialist and Digital Humanities http://library.osu.edu/blogs/dhstudygroup/2015/06/03/acrl-webcast-finding-your-role-the-subject-specialist-and-digital-humanities/ http://library.osu.edu/blogs/dhstudygroup/2015/06/03/acrl-webcast-finding-your-role-the-subject-specialist-and-digital-humanities/#comments Wed, 03 Jun 2015 15:40:39 +0000 falls.15@osu.edu http://library.osu.edu/blogs/dhstudygroup/?p=49 Sponsored by the Research and Education Department, please join us on June 11 from 2-3:30 in Thompson Room 150A to watch and talk about the webinar Finding Your Role: The Subject Specialist and Digital Humanities.

A brief description

An ACRL e-Learning webcast

During this webcast the co-editors of Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists will discuss their recent book, give tips and suggestions for subject specialists interested in working with digital humanities projects, and give details on several case studies covered in the book.  The interactive webcast will consider the following:

  • What do you think the role of the subject specialist is in supporting digital humanities?
  • Do you feel comfortable working with faculty on digital humanities projects?  What kinds of training and support would you need to feel more comfortable?
  • How can subject specialists work together with other librarians and staff? (i.e. IT specialists, digital humanities librarians, archivists, etc.)
  • If you have worked on a digital humanities project, how have you balanced your time?  How do you manage learning new skills, working on special projects, and doing the traditional work of the subject specialist?How can we engage/support students in digital projects?

Questions? Contact Sarah Falls  falls.15

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Access the Current Issue of Research Development and Grant Writing News http://library.osu.edu/blogs/research-funding/2015/06/02/access-the-current-issue-of-research-development-and-grant-writing-news/ http://library.osu.edu/blogs/research-funding/2015/06/02/access-the-current-issue-of-research-development-and-grant-writing-news/#comments Tue, 02 Jun 2015 19:34:12 +0000 agnoli.1@osu.edu http://library.osu.edu/blogs/research-funding/?p=532 The May 2015 Issue is now available.

Some of the topics this month include:

  • NORDP (National Organization for Research Development Professionals) 2015 Conference Report
  • NIGMS Pilots New Funding Model
  • Agency Wide Insights from the NSF Cyber Learning Webinar
  • Generic vs. Specific Characteristics of Proposals
  • The Myth that Agencies Fund Good Ideas
  • Agency News, Reports, Roadmaps, etc.
  • New Funding Opportunities

http://go.osu.edu/grantwritingnews (OSU login required)

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Invitation: Learn about the new resource WorldCat Discovery http://library.osu.edu/blogs/it/invitation-learn-about-the-new-resource-worldcat-discovery/ http://library.osu.edu/blogs/it/invitation-learn-about-the-new-resource-worldcat-discovery/#comments Mon, 01 Jun 2015 21:24:45 +0000 Michelle Gerry http://library.osu.edu/blogs/it/?p=3014 You are invited you to attend an advanced preview and training session for WorldCat Discovery, a new discovery and access tool.

OCLC staff will be on campus to demonstrate WorldCat Discovery’s advanced features, provide hands-on training, and answer any questions you may have while Discovery is in beta.

WorldCat Discovery scheduled to replace WorldCat FirstSearch at the end of 2015, so this is an excellent opportunity to get an inside look at the new search resource under development.  You may want to consider adding WorldCat Discovery to subject guides and information literacy sessions.

Because of limited seating, we need to limit the number of attendees. Please RSVP using the form below if you plan to attend so we can save you a spot and create a WorldCat Discovery staff account for you.

Event: WorldCat Discovery Workshop

Date: Wednesday, June 17

Time: 2:00 pm – 4:00 pm

Location: Thompson Classroom, Room 149


  • Introductions (All)
  • Overview of transition activities at OSU (Michelle Gerry)
  • Highlight features of WorldCat Discovery (OCLC staff)
  • Demonstration: (OCLC staff)
  • Tutorial of advanced searching
  • Staff features
  • Q&A
  • Hands-on workshop time
Contact Form
* indicates required field

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New Maps http://library.osu.edu/blogs/maps/2015/06/01/new-maps/ http://library.osu.edu/blogs/maps/2015/06/01/new-maps/#comments Mon, 01 Jun 2015 18:24:08 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=210 “Tourist & Motoring Atlas Spain & Portugal”  by Michelin

“The New York World’s Fair”

“Booth’s Maps of London Poverty East & West 1889″  (digitized:  Booth’s Maps of London Poverty)

“Four Very Detailed Maps of Victorian London 1863″

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Women in Cartography: Celebrating 400 Years of Unsung Contributions to the Mapping World http://library.osu.edu/blogs/maps/2015/06/01/women-in-cartography-celebrating-400-years-of-unsung-contributions-to-the-mapping-world/ http://library.osu.edu/blogs/maps/2015/06/01/women-in-cartography-celebrating-400-years-of-unsung-contributions-to-the-mapping-world/#comments Mon, 01 Jun 2015 18:13:05 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=208 Women in Cartography

Check out this new exhibit by the Osher Map Library–Smith Center for Cartographic Education


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Retirement – Maureen Donovan http://library.osu.edu/blogs/japanese/2015/05/29/retirement-maureen-donovan/ http://library.osu.edu/blogs/japanese/2015/05/29/retirement-maureen-donovan/#comments Fri, 29 May 2015 21:57:11 +0000 Hay Mew (Amy) Hwang http://library.osu.edu/blogs/japanese/?p=1002 Maureen Donovan

Maureen Donovan

Today we bid farewell to our Japanese Studies Librarian, Maureen Donovan. Maureen is retiring from OSUL after 37 years of service. An interview by Caitlin McGurk with Maureen on her career in OSUL and the development of the manga collection can be found here on the Billy Ireland Cartoon Library & Museum Blog.

Thank you, Maureen, for the years of inspiration and contribution!

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Interview with Maureen Donovan – Billy Ireland Cartoon Library & Museum Blog http://library.osu.edu/blogs/manga/2015/05/29/interview-with-maureen-donovan/ http://library.osu.edu/blogs/manga/2015/05/29/interview-with-maureen-donovan/#comments Fri, 29 May 2015 21:26:03 +0000 Hay Mew (Amy) Hwang http://library.osu.edu/blogs/manga/?p=366 Maureen & Astro Boy at Maureen's Office

Maureen & Astro Boy (at Maureen’s Office in 2010)

Today is Professor Maureen Donovan’s last day at the Ohio State University Libraries. Caitlin McGurk from OSU’s Billy Ireland Cartoon Library & Museum chatted with Maureen on her career and how the manga collection came to be in OSUL. The interview is posted on the Billy Ireland Cartoon Library & Museum blog.

We deeply appreciate Maureen’s many contributions and wish her all the best for her retirement!

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Maureen Donovan and OSUL’s Manga Collection History http://library.osu.edu/blogs/cartoons/2015/05/29/maureen-donovan-and-osuls-manga-collection-history/ http://library.osu.edu/blogs/cartoons/2015/05/29/maureen-donovan-and-osuls-manga-collection-history/#comments Fri, 29 May 2015 18:58:07 +0000 Caitlin McGurk http://library.osu.edu/blogs/cartoons/?p=3154 Recently, we sat down with the indomitable Professor Maureen Donovan, Ohio State University Libraries’ own Japanese Studies Librarian and manga extraordinaire. Maureen was one of the very first librarians to focus on collecting manga in the United States, and in her time here has created an unparalleled manga collection of over 20,000 items – held at The Billy Ireland Cartoon Library & Museum and Thompson Library. After close to 40 years at OSUL as a celebrated scholar, colleague, and champion of the manga art form, Maureen is retiring today, May 29th, 2015. We greatly appreciate her taking the time out to discuss her career with us.


Caitlin McGurk: Ok, let’s get started! First of all, how long have you worked at OSUL, and how does it feel to be nearing the end of your time here?


Maureen Donovan: Well, I started at OSUL on August 1, 1978, so it has been just about 37 years. Before that, I worked for 4 years at Princeton University’s Gest Oriental Library and East Asian Collections as EA Reference Librarian. As for how it feels, it is a bit scary…  I’m entering a mysterious period called “retirement” and I have no idea what it will be like. People are talking about all that I have done, but I just feel like there is so much more to do, that I am leaving a job that is only half done (at best).  As I mentioned, even preparing for this interview I discovered a lot of books that I should have ordered before, but haven’t done so yet — only 3 weeks to go. I can’t finish!

August, 1978- the Cataloging Dept threw a welcoming party for me when I first joined OSUL as a half-time Japanese cataloger.

August, 1978- the Cataloging Department threw a welcoming party for Maureen when she first joined OSUL as a half-time Japanese cataloger, right before her wedding.


CM: Well, that’s why we’re here to help continue on the legacy after you leave! Let’s go back to the beginning then – what is the root of your interest in Japanese studies? Either from childhood, or your time in school?


MD: I was a Russian major in college, and went to Russia as one of the first American exchange students, then got interested in Asia. This was during the Vietnam War.  I studied Chinese starting in Junior year of college and wanted to continue, so I went on and got an MA in East Asian Languages and Cultures at Columbia U, majoring in modern Chinese literature.  We had a requirement to learn “reading knowledge” of Japanese, so I took a bit of Japanese and did a field in modern Japanese history.  I was working in the library and got interested in that as something to “do.”  So I went to library school also at Columbia.  Then I got the job at Princeton.  Since it was for all of East Asia, after the adjustment period I started auditing Japanese courses, exchanging language with visiting students from Japan, and then the faculty offered a “proseminar” in Japanese bibliography and research methods, so I took that and learned the basics….  I met my husband at Princeton where he was on a research grant.  He already had tenure at Ohio State, so I came out here with him. The library here needed some Japanese books cataloged, so I was hired in August 1, 1978 as a half-time Japanese cataloger.  The first thing I realized was that we did not have any reference books that I needed for cataloging (pre-Internet days…).  So I got a grant from the Japan Foundation to buy ref. books.  People said, “wow it seems you know what you are doing,” so my half-time was advanced to full time and bibliographer duties were added in 1981.  I still had never been to Asia….  In 1987, the Japanese Institute (OSU) sent me to Japan for 2 1/2 weeks.  That was my first time there.  I still felt I was doing all this temporarily though until after I got a Japan Foundation fellowship for the 1995-96 academic year, which I spent in Tokyo with my husband (on a Fulbright) and son.  That was when I encountered manga intensively! After that year, I was fascinated!


CM: Wow! I didn’t know about half of that – one of the first American exchange students? That’s fascinating in itself! Can you tell me a little more about why Asia in particular ended up catching your interest?


MD: Well, the reason I wanted to study Russian in the first place was that during the Cold War we had no information about Russian people, culture, food, humor, etc.  There was no information flow!  When I studied the language, I got access to this world of information that no one else seemed to have. In the summer after my sophomore year in college I went to a Russian summer school at Middlebury college where we had to speak Russian all the time. The other students were mainly grad students talking about their exams, theses, job hunting, etc.  I had no interest.  Two guys, though, were always talking about interesting things — one was an interpreter at the UN who wanted to add Russian to his portfolio and the other was from the Japanese Foreign MInistry.  I always joined their table at meals.  They mainly talked about Asia!  And I realized how little I knew.  So at the end of the summer school I asked their opinion about what language I should take next — and they both recommended Chinese!!  So that’s the origin of my interest in Asia — out of ignorance! In a way, this follows through to my development of a course that I teach in International Studies on “Understanding the Global Information Society” — I’m still interested in global flows of information.  This also added to my interest in manga — I became fascinated with which manga reached into global space and which are just popular within Japan, etc.

One of the shipments to the Cartoon Library of over 3,500 manga serials, from the Kyoto International Manga Museum in Japan, which Maureen arranged.

One of the shipments to the Cartoon Library of over 3,500 manga serials, from the Kyoto International Manga Museum in Japan, which Maureen arranged.


CM: That is so interesting. It’s amazing to think about what you just said… living in the internet world as we do today, with so much access…


MD: When I started working at Princeton I remember how people would hear that a delivery of newspapers had arrived at the library — papers that had been collected for months in Tokyo and then been in transit for more months — and they would come from all over campus to find out who had won a kendo tournament 6 months earlier or the latest about pop culture or whatever….  It is amazing how many changes I’ve seen in my career.  Just think about your future — how many changes will still be coming in the years ahead???

CM: It’s kind of terrifying! Ha ha. Here are a few questions that tie together – when did you first encounter manga (and do you remember what it was you saw), and what were you drawn to about it? Generally, “why manga?”


MD: Manga.  My very first encounter with manga was actually here in Thompson Library in the early or mid 1980s.  There was a guy who used to drive in to Columbus for help in translating manga that he got from someone in Japan.  He needed help with slang and dialect words.  As you can imagine from what I wrote earlier about my background in Japanese, this was quite a challenge for me! Still, he kept coming back, so I guess whatever help I gave him was worth something.  There was another guy around the same time who needed similar help with vocabulary about Okinawan karate.  These two people helped me to realize that there were information flows from Japan that were happening outside of academic publishing flows — and that they really mattered.  Anyway, that guy with the manga helped me realize that manga were important in Japan and I started buying a few titles each year from around the mid-1980s.  Lucy Caswell moved those into the Cartoon Library collections.


CM: Would you say that you were particularly drawn to manga? Is there something about it, or the role it plays in Japanese culture, that made it especially worth collecting to you?


Maureen's notes on Hagio Moto, one of the artists in the current BICLM Shojo Manga exhibit.

Maureen’s notes on Hagio Moto, one of the artists in the current BICLM Shojo Manga exhibit.

MD: When I lived in Tokyo in 95-96, that just happened to be at the height of manga publishing, which I have heard was in 1994. Manga were everywhere!  It was unbelievable.  Also, I went to an exhibit at the Kawasaki-shi Shimin Museum about the history of manga.  This helped me to realize that we could build a manga collection that would “match” the main Cartoon Library collections.  When I came back I talked about this idea with Lucy Caswell, and we agreed to set aside some money from each of our funds for purchasing manga.  Also, we wrote a grant application to the Japan Foundation to fund some key foundational purchases to establish the collection.  After that I became more “serious” about putting together a “broadly representative” collection of manga to support research and teaching. Perhaps the most fascinating thing about manga is how mainstream it is in Japan, how basic it is for their culture. Furthermore, since everyone reads manga, it is a great way to connect with Japanese people. I have met so many fascinating people through manga.  I cannot say the same about the literature, history, philosophy, etc books that comprise the main parts of the Japanese collections! One time I was taking a trip on the bullet train on my way back from Sendai where I had visited the Ishinomori Shotaro museums and had several bags full of manga — the Japanese lady sitting next to me on the train, a middle aged/senior citizen, asked me about the books.  I told her about the collection I was building and we had a wonderful conversation.  It turned out that she was a Catholic nun.  Anyway, she also asked if we had some specific titles and I said that I was familiar with them, but that they were hard to get, so we did not have them yet. Well, the next day a parcel arrived at my hotel with those titles!!  Her name was Kazuko Sato and one of the books was Asaki Yume Mishi, a manga version of The Tale of Genji.  Her donor name is entered in our catalog.  There have been a lot of instances like that.  When I have been at conferences in Japan, people bring bags of manga to give me. Just recently when Masami Toku was here for the symposium she made a point of saying “thank you” to me for building the manga collection.  This activity has been a way to connect with people!


CM: That’s incredible!!! And it certainly does prove what you were saying about how embedded manga is in the culture if a Catholic nun was reading them, ha ha!
I’m curious to know how OSUL reacted your desire to collect manga, if it was supported or not back then.


Notebook page showing different editions of Tetsuwan Atomu, which Maureen has been collecting.

Notebook page showing different editions of Tetsuwan Atomu, which Maureen has been collecting.


MD: The support at Ohio State has been great!  On the one hand, Lucy Caswell — who had her hands full to overflowing with the Bill Blackbeard collections and other materials — embraced the idea of collecting manga.  Jenny Robb has also been enthusiastic.  The library administration has supported the effort, including recently by hiring someone for two years to oversee the move of some manga into the circulating collections.  The Japanese studies faculty has also been behind me, despite the fact that none of them are researching manga — they all realize that eventually the next generation will be using these as research materials.


CM: That is such great news, and we are so lucky to have that kind of support. Many institutions don’t. On that same note, how did you initially start working with Lucy Caswell? Any stories there, or was it just a given that you would work with her since the Cartoon Library was already formed?


MD: She was hired a bit before me, but around the same time.  So I knew her as a colleague.  I started buying manga and books about manga that went into the East Asian stacks. She discovered them because of the call numbers and asked me if she could move them to her collection, once she moved over to the Wexner Center location. Then I started buying for the Cartoon Library location and we started having conversations about manga. She had begun to hear about manga from cartoonists, including Art Spiegelman, as I remember.  So she wanted to do more about collecting them. Lucy and I worked together well.  We are both strategic thinkers!  We both enjoy collecting!  Also, I liked the challenge of connecting manga with American cartoons and comics.  The general discourse was that they were different, but I found similarities.  For example, I collected newspaper manga — which many people did not even realize existed.

Maureen's notebook from June, 2000- shows purchases she made in Tokyo of Mizuki Shigeru.

Maureen’s notebook from June, 2000- shows purchases she made in Tokyo of Mizuki Shigeru.


CM: You guys are quite the pair – you both really revolutionized the collecting of cartoon art in American libraries- I hope you realize that!Could you tell me about some of the classes you have taught using manga/about manga, or how you’ve worked to integrate manga into the curriculum over the years?


MD: Well, collecting manga has just been a side job for me — only a tiny part of my work.  I wish I could have devoted more time to it….
So an interesting thing was that I was collecting all these manga that were connected to the CGA materials in some way — or famous mangaka such as  Tezuka Osamu, etc.  However around 2000 when manga started being translated in great numbers I noticed that those manga were different from the ones I had collected.  Around that time we had a new library director and soon an emphasis developed around teaching.  We were encouraged to propose to teach freshman seminars.  I proposed one on “Analyzing the Appeal of Manga”   I thought that it would give me a chance to talk with young people about why they liked reading manga, and how to appreciate those manga.  That was such a fun course!!!  I learned so much from my students!!!  I taught it from 2006 to 2010.  After that I was discouraged from continuing to teach it — the emphasis has shifted within the libraries!  However, I was encouraged to continue teaching the “Understanding the Global Information Society course (which is now a required course that will be taught by Johanna Sellman and Jose Diaz next year).  I started teaching that in 2009.
In 2010 for the last time I taught the Analyzing the Appeal of Manga course, I made it an all-Tezuka + Urasawa Naoki reading list.  The students loved it!  Previously I had only included one Tezuka on the reading list each year, but by making it all-Tezuka the students were able to follow his career chronologically and catch some of the “intertextual” puns and references that really make reading Tezuka fun.  Then they could also see how Urasawa Naoki echoed Tezuka in the works we read.  That seminar was such a memorable experience for all of us! Through teaching the freshman seminar, my involvement with the student clubs began.  Some students just did not want to stop getting together around discussions of manga after the course ended.  I really enjoyed working with them to set up the clubs! So, as I mentioned, collecting manga for the library has really been about connecting with people in so many ways!


CM: To be clear, these were manga books in English, or in Japanese language?


MD: The freshman seminar books were all in English! We just read volume one of a title.  I arranged the readings according to the original publication in Japan.  This really helped the students — because all the translations came out at the same time, although the books  were originally published over decades in Japanese. As for people with whom I connected, I met many people in the manga world in Japan. Lots of people have helped me learn about manga in Japan. As for why manga are important in a library context.  First of all, they are primary sources — can be used by linguists, people studying all sorts of subjects such as history, literature, culture.  global flows of information, too!   Second, to support creativity.  Manga are inherently creative and inspire creativity.  Finally, the world of manga is very participatory.  I’ve mentioned how they have helped me connect with people.  People who read manga want to do things — cosplay, draw, write, discuss, etc.  Having manga in the Japanese collection has made it a more dynamic collection, more engaged with people around campus and in the community.


CM: Great answer! What are some of your personal favorite manga?


MD: I love Doraemon!!   Also, I love reading Tezuka and encountering his intertextual puns and references. Other favorites include Mizuki Shigeru and Takahashi Rumiko.  I love Dragonball!!    While I was living in Japan I became a big fan of Shiriagari Kotobuki, who writes manga for the Asahi Shinbun.  I would read his manga every day — he takes the pulse of the nation and really nails it every day!!  As I was thinking of what to say about favorite manga, I realized I have not been collecting his manga books for a while.  This is really bad.  I have a lot of catching up to do, because I read that he has been doing some amazing work in writing post-Fukushima manga. Another manga I really like is Oishinbo — about eating and food!


Yamiuri Sande manga (Sunday newspaper comics from Japan, 1930s)

Yamiuri Sande manga (Sunday newspaper comics from Japan, 1930s)

CM: Sounds like I’ll have to check them out myself! Tell me about one or two most unique manga items you have collected?


MD: Most unique…  That would have to be the newspaper manga, Jiji Manga and — more recently — Yomiuri Sande Manga.   Also, the original manga by Tezuka.  I got that because we were planning to have an exhibit for the Astro Boy birthday.  I found it in a used bookshop in Tokyo. I remember that it was a rainy day — and I was carrying this amazing manga under my arm….


CM: Was there anything that you wish you could have gotten for the collection, but never could?


MD: I wish we could have more original manga.  I hope my successor will concentrate on getting such materials.


CM: What do you see as the future of manga in the classroom and the library? Did you ever expect it to come this far?


MD: As for the future, I have actually been surprised at how slow it has been for manga to be included in teaching and research. Since English translations do not stay in print very long, it may be hard to incorporate them into teaching, though. Already a great number of students are drawn to study Japanese language because they want to read manga and watch anime, etc. At OSU enrollments in Japanese remain high, mainly for this reason.  Perhaps, the availability of the manga collection draws more students to OSU to study Japanese???  I hope so!!


CM: Looking back, what is your proudest and moment in your career at OSUL?


MD: My proudest moments at OSU… those were probably related to my early web sites and other Internet-related initiatives.  In the mid-90s I had a lot of grants to promote use of the WWW for resource sharing among Japanese collections.  That work has continued with the Wiki projects I initiated, including the index of Jiji Manga  http://library.osu.edu/wikis/library/index.php?title=Jiji_Manga   and Mangajin  http://library.osu.edu/wikis/library/index.php/Mangajin as well as other manga-related wiki pages. I am also really excited about the new manga collection development strategy, which emphasizes manga magazines and original manga.  In particular, I am really happy that I could arrange the first donation of manga magazines from the Kyoto International Manga Museum.  Those materials have now been

processed and are available for researchers.  When I lived in Japan and saw the recycling trucks going around collecting people’s old manga in exchange for rolls of toilet paper and boxes of tissue, I felt despair!  How could we ever collect manga?  Volumes that were issued in millions of copies were essentially unavailable for researchers!!  However, with cooperation with Japanese institutions such as the KIMM, I really hope that the Billy Ireland Cartoon Library and Museum can continue to collect these works and make them available for researchers!

Recycling truck full of manga in Maureen's neighborhood in Kyoto in 2004

Recycling truck full of manga in Maureen’s neighborhood in Kyoto in 2004

CM: I’d love to hear more about stories from your collecting trips in Japan and people you met who helped you along the way…


MD: I have had so many memorable experiences on collecting trips in Japan!  First of all, I want to mention Makino Mamoru.  I met him through my involvement with Japanese cinema scholars and Kinema Club  http://kinemaclub.org/about-us/history  He specialized in collecting materials about Japanese film history — documentation, not the films themselves.  I met with him a few times and viewed his collection. Also, he invited me and my family for “bonenkai” (year-end party).  Through those conversations I learned about how to collect materials to support research on popular culture — books listing the “best” ones, biographies, directories, guides, how-to books, etc — all these are important research resources. In 2001, I had a wonderful visit to the Japan Cartoonists Association. Yanase Takashi was president.  He was the creator of Anpanman — he recently passed away.  I met him and several other famous cartoonists.  The purpose of the visit was to let them know that we were planning events to celebrate the “birthday” of Astro Boy (April 7 2003) to see if we could get some cooperation.  That did not happen by the visit was fun!  Also I went to Tezuka Productions which also was fun!  They donated some books and things. The Astro Boy birthday events was definitely one of the high points of my career!!  We had events all spring in 2003, including an exhibit.  It was covered in the International Herald Tribune!  I worked on that with Professor Mineharu Nakayama, who has been a great supporter of the manga collection.  He gave me the first list of manga to prioritize collecting — back in 1997.  We got a grant to bring in speakers,etc. I gave a presentation — again in Japanese– at the Japan Society for Studies in Cartoon and Comics (Manga Gakkai) in 2004.  That was about challenges of collecting manga in an American academic library.  At that conference I met/saw many cartoonists and people active in the manga studies community.  Also, I gave another talk in Japanese — on copyright issues and manga studies  — in 2009 at International House in Tokyo.  One of the key people whom I met on several occasions in Japan is Shimizu Isao.  He donated some wonderful resources to our manga collection, including the “akahon manga” (little manga books) about which he wrote a monograph.  I met with him a few times. He is a collector as well as a prolific scholar and is very generous, meeting with people like me and others who are studying manga.


CM: I really wish I was here when you guys had the Astro Boy celebration, it sounds so wonderful.
Is there anything else you’d like to add? If not, I just want to say thank you so much for taking the time to talk with me- I have learned SO much from you over the past 3 years, and am so sad that you’ll be leaving. Whether you feel like your job is truly done or not, I hope you know you are leaving a major legacy behind you, that generations and generations of OSU students and scholars in the future will be so grateful for. You’re our manga hero!


MD: I hope that the manga collection will continue to bring Ohio State into contact with people in the manga community in Japan in the future! That’s about it for me. My future plans are not clear, but now that I will have more time, I hope to read more manga — and perhaps do some research on manga! Thanks so much for this interview!


CM: Great, thank you so much Maureen! It was my pleasure. I hope you have a fabulous final month here at OSUL, and I look forward to celebrating your retirement with you on Wednesday!


I want to thank Maureen Donovan for taking the time out of her busy final month at OSUL to speak to me, and for the years of inspiration and fun. Best of luck in your future endeavors Maureen, enjoy retirement!


Maureen Donovan, delivering a paper on Yomiuri Sande manga at our March 2015 manga symposium which celebrated Maureen's career and retirement.

Maureen Donovan, delivering a paper on Yomiuri Sande manga at our March 2015 manga symposium which celebrated Maureen’s career and retirement.

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Sample Post http://library.osu.edu/blogs/myfriendknows/2015/05/29/hello-world/ http://library.osu.edu/blogs/myfriendknows/2015/05/29/hello-world/#comments Fri, 29 May 2015 16:03:16 +0000 Beth Snapp http://library.osu.edu/blogs/myfriendknows/?p=1 This is your first post. Edit or delete it, then start blogging!

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Agenda and Readings for the June meeting http://library.osu.edu/blogs/dhstudygroup/2015/05/29/agenda-and-readings-for-june-meeting/ http://library.osu.edu/blogs/dhstudygroup/2015/05/29/agenda-and-readings-for-june-meeting/#comments Fri, 29 May 2015 13:38:23 +0000 Melanie Schlosser http://library.osu.edu/blogs/dhstudygroup/?p=40 Details
  • June 9, 12:00-1pm
  • THO 165
  • Facilitator: Melanie Schlosser


What is Digital Humanities, and why should I care about it? 

For our first meeting of the DH Study Group, our goal is to come to a shared understanding of the phrase “Digital Humanities,” and to explore the reasons that Libraries might have for taking an interest in it. I will start off with a brief introduction, but most of the meeting will be dedicated to discussion.


There is no one definition of the Digital Humanities – in fact, it’s the subject of ongoing debate even among practitioners. That said, here is a definition to kick off discussion:

“[The Digital Humanities are] a nexus of fields within which scholars use computing technologies to investigate the kinds of questions that are traditional to the humanities, or, as is more true of my own work, who ask traditional kinds of humanities-oriented questions about computing technologies.” – Kathleen Fitzpatrick.

There are lots of other good definitions out there – feel free to leave some in the comments, or to bring them to the study group discussion.

Required* readings

  • Jennifer Vinopal, “Why understanding the digital humanities is key for libraries,” 2011.  [This is a short piece, but I think it offers a compelling argument for libraries getting into the digital scholarship space, and can help us understand it in the context of our engaged librarian framework.]
  • Kathleen Fitzpatrick,  “The Humanities, Done Digitally,” Chronicle of Higher Education, 2011. [This is the article the above definition comes from. It also contains a nice, very brief history of the field, and an overview of the current state of things that’s still pretty current, even 4 years later.]

* Yes, this is a study group, and we would very much like for people to have done the readings beforehand, but if you absolutely can’t get to them, don’t skip the meeting because of it. We will make sure to kick off each meeting with a brief recap, and the discussion should be informative regardless. 

Just for fun

The stuff in this section isn’t required in any sense of the word, but if you want to explore further, here are some more resources:

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Getting to Know the Research Commons: May 2015 http://library.osu.edu/blogs/researchcommons/2015/05/29/3699/ http://library.osu.edu/blogs/researchcommons/2015/05/29/3699/#comments Fri, 29 May 2015 12:30:59 +0000 Joshua Sadvari http://library.osu.edu/blogs/researchcommons/?p=3699 Our May installment of “Getting to Know the Research Commons” is coming to you just under the wire, and this month we’re featuring Joni Barnard, Quality Improvement Specialist with the Office of Responsible Research Practices.

Joni BarnardJosh: What is your role within the Office of Responsible Research Practices, and what types of services do you offer to researchers at Ohio State?

Joni: The Office of Responsible Research Practices provides administrative support to the university research community and the committees responsible for research review and oversight. My primary role is to direct the development of educational outreach initiatives to support faculty, staff, and students conducting human subjects research in the social and behavioral sciences (SBS). This is accomplished by staffing weekly SBS office hours to assist undergraduate and graduate students and faculty who are preparing IRB submissions and exemption requests, conducting ongoing classroom presentations, and participating in university events such as the New Graduate Student Welcome & Resource Fair. I also assist with quality improvement activities designed to improve review efficiency. I am responsible for maintaining SBS board membership and assisting with training for new board members, and I am a member of the Behavioral and Social Sciences Institutional Review Board (IRB).

Josh: Can you tell us a little bit about your professional background and how you became involved in this particular area of research support?

Joni: I spent the first twenty years of my career working in various corporate environments in the areas of training and development and operations management. I earned my doctoral degree from The Ohio State University in Workforce Development and Education. Upon receiving my degree, I was an Assistant Professor in Human Resource Development at Pittsburg State University, where I taught courses in organization and workforce development, adult learning, and leadership. I have been with the Office of Responsible Research Practices at Ohio State for seven years.  I have always had a passion for helping students, and this position has allowed me to utilize both my teaching and research skills in helping students as well as faculty.

Josh: What are the most common questions or concerns that you encounter from researchers?  What advice and assistance do you normally offer in these situations?

Joni: We routinely provide assistance to faculty and students in navigating the IRB process. Oftentimes this involves actually helping with research submissions, reporting, and record-keeping. We provide assistance in research reviews while ensuring regulatory compliance. We also provide guidance on meeting regulatory, university, and sponsor requirements pertaining to research. Our office is a resource for research-related questions and concerns for the university and external community, and we provide maintenance of the university’s federal assurances and execute cooperative research agreements.

Josh: Why are you excited to be partnering with the Research Commons?  How do you think this partnership might enhance the services that you provide to the Ohio State research community?

Joni: Building partnerships across Ohio State is truly a win-win situation. The Research Commons is a great way to leverage these partnerships around research. Our office is always looking for ways to assist Ohio State faculty, staff, and students who are seeking required research reviews, and the Research Commons is another avenue for accomplishing this.

For more information about the services provided by Joni, or to contact her directly, visit her Office of Responsible Research Practices experts page.

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Release Notes: 5.28.2015 http://library.osu.edu/blogs/it/release-notes-5-28-2015/ http://library.osu.edu/blogs/it/release-notes-5-28-2015/#comments Thu, 28 May 2015 19:33:28 +0000 reid.419@osu.edu http://library.osu.edu/blogs/it/?p=3016 During our maintenance window this evening we will be releasing the following updates:

  • Document Registry – Expected Downtime: less than 15 minutes
    • Tableau workbook files added to allowable document types
    • Fixes to the admin interface Tag and Category management
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Beyond the Nuts and Bolts: Blogs as Publishing http://library.osu.edu/blogs/digitalscholarship/2015/05/28/blogs-as-publishing-workshop/ http://library.osu.edu/blogs/digitalscholarship/2015/05/28/blogs-as-publishing-workshop/#comments Thu, 28 May 2015 19:08:01 +0000 Melanie Schlosser http://library.osu.edu/blogs/digitalscholarship/?p=1702 Editing icon by Luis Prado on the Noun ProjectThis (very long) post is based on a Libraries’ workshop on blogging, held on 5/27/15, which was the second in a two-part series. View the original slides for this workshop here. Part one of the series was taught by Beth Snapp, and was titled  “Carousels, Drop-Down Menus, and Forms: Little Known Features of OSUL Blogs.” 

Why should librarians blog?

If you are reading this, the odds are you don’t think blogging in libraries is a complete waste of time. Nevertheless, I’d like to open with a brief discussion of what I see as the most compelling reasons for us to put our time and energy into blog-based publishing. I think of this list, collectively, as The Visible Library. (It’s a play on the phrase “The Invisible Library,” which is used to refer to those books that only exist in fiction.) All of these are ways in which blogging can provide greater visiblity to libraries and the work of librarianship:

  • News and updates: Since they are easy to use and allow for chronological, serial posting, blogs are a good platform for announcements about services, collections, facilities, and upcoming events.
  • Broaden the reach of our events: Speaking of events, we have too many of them that are completely invisible and inaccessible to anyone who wasn’t able – because of time or geography – to attend in person. Blogs can be used to distribute write-ups of events, to share research or interesting work done during the planning phase, or to continue the discussion afterwards.
  • Educate users and peers: This one’s pretty self-explanatory.
  • Tailored discovery: In our broad discussions about the principles of library discovery last fall, one of the ideas that consistently rose to the top was the need to provide tailored discovery environments for different groups. That’s a really tricky thing to do in traditional discovery environments (like the catalog), but a fairly easy thing to do in a blog environment. A blog can serve as an entry point into the library for a specific user group, where resources, services, and events of possible interest to that group are aggregated and described in accessible terms.
  • Make the work of librarianship more visible: I’ll admit, I’m a sucker for this one. The work of librarianship is fascinating, and largely invisible to folks outside of it. It includes intensive research and innovative teaching, interesting (if geeky) technical processes, and the development of cutting-edge services. One of the best ways we can advocate for ourselves and advance professional practice is to show people – users and peers – what we do.

Continue reading

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OhioLINK services down (6/12-6/13) http://library.osu.edu/blogs/sel/2015/05/28/ohiolink-services-down-612-613/ http://library.osu.edu/blogs/sel/2015/05/28/ohiolink-services-down-612-613/#comments Thu, 28 May 2015 17:58:58 +0000 Belinda Hurley http://library.osu.edu/blogs/sel/?p=461 OhioLINK Data Center Move June 12

All OhioLINK hosted services will be down Friday, June 12, 6 p.m. – Saturday, June 13, 12 noon, while all OH-TECH organizations are moved to a new data center at the State of Ohio Computing Center. Affected services will include: the OhioLINK website, Central Catalog, EJC (electronic journals center), EBC (electronic books center), DRC (digital resources commons), ETD (electronic theses and dissertations).

What does this mean for OSU?

1.  Most (but not all) OSU science and engineering content originates from OhioLINK subscriptions.  These resources will not be available via the OhioLINK website, however, most OhioLINK subscribed content will continue to be available directly through vendors’ sites.

2.  For on-campus access, direct access from publishers’ sites should function via IP recognition.

3.  For off-campus access, direct access from publishers’ sites will require the use of the OSU proxy.  For information on using the OSU proxy for off-campus access to publishers’ sites, see off-campus access.

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HOWDY DOODY COLLECTION http://library.osu.edu/blogs/theatre-research-institute/2015/05/27/howdy-doody-collection/ http://library.osu.edu/blogs/theatre-research-institute/2015/05/27/howdy-doody-collection/#comments Wed, 27 May 2015 12:31:14 +0000 Orville Martin http://library.osu.edu/blogs/theatre-research-institute/?p=634  TRI ACQUIRES RALPH MACPHAIL, JR.HOWDY DOODY COLLECTION

The Jerome Lawrence and Robert E. Lee Theatre Research Institute is pleased to announce its acquisition of:

The Ralph MacPhail, Jr., Howdy Doody Collection

The collection was donated by Ralph MacPhail, Jr., Professor of Theatre emeritus of Bridgewater College of Virginia who has long been a Howdy Doody scholar and enthusiast. Professor MacPhail is also an authority on Gilbert and Sullivan and serves as the Artistic Director of The Gilbert & Sullivan Society of Austin.

Ralph MacPhail, Jr., and his wife Alice with Clarabell the Clown and Buffalo Bob of The Howdy Doody Show

Ralph MacPhail, Jr., and his wife Alice with Clarabell the Clown and Buffalo Bob of The Howdy Doody Show

This resource provides deep insight into The Howdy Doody Show and is also a treasure trove of information about puppetry, performance in children’s television, early television programming, and merchandising history. Some collection highlights include:

• Original H.D. “Test Pattern” flip card used at the end of telecasts
• Scripts, manuscript music and photographs from The Howdy Doody Show
• Extensive information on Eddie Kean, script writer, music composer, and driving force behind The Howdy Doody Show.
• Extensive Information on “Buffalo Bob” Smith, creator and star of The Howdy Doody Show.
• Working papers for issues of The Howdy Doody Times (Newsletter of the Doodyville Historical Society)

doody buttons

In addition, the collection contains hundreds of toys, product premiums, and audio and video recordings. The collection is available for use by students, faculty and researchers worldwide. For those interested accessing it, please contact the TRI staff at 614-292-6614 or visit go.osu.edu/tri  for more information.

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GEO LIB New Book Shelf week of 5-26-15 http://library.osu.edu/blogs/geology/2015/05/26/geo-lib-new-book-shelf-week-of-5-26-15/ http://library.osu.edu/blogs/geology/2015/05/26/geo-lib-new-book-shelf-week-of-5-26-15/#comments Tue, 26 May 2015 18:55:46 +0000 dittoe.1@osu.edu http://library.osu.edu/blogs/geology/?p=516 TITLE        Sky & Telescope’s Mercury globe [Globe & Text].
IMPRINT      Cambridge, Massachusetts : Sky & Telescope Media, LLC, [2014]
IMPRINT      ©2014.
GENRE/FORM   Globes. lcgft.
GENRE/FORM   Maps. fast (OCoLC)fst01423704.
CALL #       G3167.M4 2014 .S5 Globe & Text

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Join the Cartoon Library Mailing List! http://library.osu.edu/blogs/cartoons/2015/05/22/join-the-cartoon-library-mailing-list/ http://library.osu.edu/blogs/cartoons/2015/05/22/join-the-cartoon-library-mailing-list/#comments Fri, 22 May 2015 18:52:09 +0000 Caitlin McGurk http://library.osu.edu/blogs/cartoons/?p=3142

Great news, Cartoon Library friends and fans!

[detail] The Passing Show by Billy Ireland, 1910-06-12

[detail] The Passing Show by Billy Ireland, 1910-06-12

We’ve added a new feature to our website to sign up to receive email notifications about upcoming exhibits, events, and workshops at the BICLM.  Scroll down to the bottom of our homepage, http://cartoons.osu.edu, and enter your email under “Sign Up for Mailing List” above the orange “Sign Up” button. You’ll receive a confirmation email shortly. It’s that simple, so sign up now!

Worried that yet another mailing list will clog up your inbox? Fear not! Cartoon Library announcements go out less than once a month, and we keep them short, sweet, and exciting. Be sure to check out our Facebook and Twitter pages for announcements as well!


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Reports from May 2015 Indigenous Knowledge Gathering in California http://library.osu.edu/blogs/mujerestalk/2015/05/19/reports-from-may-2015-indigenous-knowledge-gathering-in-california/ http://library.osu.edu/blogs/mujerestalk/2015/05/19/reports-from-may-2015-indigenous-knowledge-gathering-in-california/#comments Tue, 19 May 2015 11:00:54 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3101 group moving and dancing through room

Photo of Indigenous Knowledge Gathering by Agos Bawi. CC BY-NC-ND 2.0

Movements in Motion by Angela “Mictlanxochitl” Anderson Guerrero

On May 2nd, indigenous communities, scholars, and activists were invited to the California Institute of Integral Studies (CIIS) in San Francisco to build understanding around culturally competent integration of indigenous knowledge in the academy. A student-initiated event aimed to raise awareness and attention to the value of culturally competent curriculum and programming at CIIS and other universities. The Indigenous Knowledge Gathering was an experience that inspired dialogue, tough questions, and movement to honor the history and sources of indigenous knowledge. Huge awe for our volunteer team who showed up at 8 a.m. and stepped into action to welcome and invite everyone into CIIS. The day was organized to facilitate dialogue and to build community with all types of knowledge keepers. No papers were presented, but each of the presenters were asked to share their testimonies, which in return help ground our self-reflection as a group and dialogue.

Wicahpiluta Candelaria, Carla Munoz, and Desiree Munoz welcomed all of us into Ohlone territories with songs of mourning and joy to start the day. Monique guided and weaved together the stories shared by Ohlone participants Corrina Gould, Nicholas Alexander Gomez, and Jonathan Cordero of their connections to the land and the transformative possibilities of bringing Native people to the table for equitable say and involvement involving the land, indigenous knowledge, and traditions. Laura Cedillo fired up the dialogue by challenging us all to think about the benefits of indigenous knowledge cultivated in the academy?

To slow down and encourage the dialogue to linger among participants, Corrina Gould blessed the mid-day meal that was prepared by Seven Native American Generations Youth Organization, or SNAG. We were honored to be the first to see the unveiling of the SNAG mural, which will travel with Bay Area urban native youth to Hawaii for the cultural exchange with Native Hawaiian Youth from Halau Ku Mana Charter School in Oahu. Huge thanks to Sylvie Karina and Ras K’Dee for sharing the native foods and allowing us to experience the art of the hawks wings wide open carrying all of our traditions.

Jack Gray and Dakota Alcantara-Camacho ushered in the connections starting to form with a powerful dance, O Hanau Ka Maunakea, inviting all of us to swiftly come together in circles of 10 and to share a story of who we are. There are no words to describe how ancestors, sounds, movement, testimony came through the space. We as a gathering started to really to get know one another and our collective intentions. This sharing became the basis for each group’s creation of actions they hope to see move forward. [Living Report and Dissemination To Be Shared Soon!]

Roxanne Dunbar-Ortiz’s presentation on “Positioning Indigenous Knowledge in Higher Education” was a moment of poetic justice because it brought into an academic space an indigenous people’s history that validates our stories, traumas, and hopes for all of our peoples. Roxanne also helped contextualize the powerful action of the gathering within CIIS, an academic institution, as a radical moment that she hopes ripples into other institutions.

To bring the dialogue to a pause so it could sit within each of us as we head home, Rulan Tangen and Jack Gray gathered everyone on the ground for our intentions to be heard and to begin to take shape. What followed was transformation, activation, provocation, identification, communication, decolonization, indigenize-nation. The Indigenous Knowledge Gathering committee passed out medicinal tea by Cultura sin Fronteras and white sage seeds were gifted as thanks.

But we were not done… we had to celebrate! After amazing collective clean-up/break-down effort, we were greeted by jams of Ras in the First Floor. Kris Hoag aka “Kwaz” who came in all the way from Bishop Paiute Tribe, gifted us some of his beats from his heart. Then there was dancing and Chhoti Ma dropped in to share more hip hop medicine, then more dancing.  Visiting San Francisco State students and members of Student Kouncil of Inter Tribal Nations or SKINS, Carlos Peterson-Gomez, and Nancy Andrade were inspired to drop some more beats that invited more dancing.

To close it up 14 hours later, we circled up and Antonio from the community shared songs from the Peace and Dignity Run. Pomo Joe and Ras offered Pomo songs of goodness and wellness and a few more hugs of gratitude for all that was given and received were exchanged before we dispersed under the Full Moon light.

Gathering and work will continue…  Please stay posted via our Facebook page Indigenous Knowledge Gathering and our website: www.indigenousknowledgegathering.com.

Angela “Mictlanxochitl” Anderson Guerrero was a lead organizer for the event described in this post. She is a Doctoral Candidate in East West Psychology at the California Institute of Integral Studies whose dissertation is titled “Testimonio and Knowledge Production Among Transterritorial Mexican and Mexican American Indigenous Spiritual Practitioners: A Decolonial, Participatory, and Grassroots Postmodernist Inquiry.” She is a Council Member of Circulo Danza de la Luna Huitzlimetzli in Austin, Texas, and is finishing her nine year commitment with the Circulo Danza de la Luna Xochitlmetzli in Mexico. Previous positions include Center for Metropolitan Chicago Initiatives, Institute for Latino Studies at the University of Notre Dame; Integral Teaching Fellow at CIIS: Emerging Arts Professional Fellow in San Francisco/Bay Area. She received an M.A. in Public Policy and a Certificate in Health Administration and Policy from the University of Chicago’s Graduate School of Public Policy in 2004.

speakers at talking session

Photo of Indigenous Knowledge Gathering by Agos Bawi. CC BY-NC-ND 2.0

Medicine in Knowledge by Susy Zepeda

Attending the First Annual Indigenous Knowledge Gathering at CIIS was exactly what my spirit needed as I work to find my ground and honor past, present, and future ancestors on my path. I was pleasantly surprised to find a critical yet warm space where the knowledge honored and spoken came from the heart of Indigenous peoples.  Participants were invited to be fully-embodied in non-hierarchal space, through eating amazing earth-centered food, building community with each other through sharing story, and listening in an accountable way.

The deep lessons of how to exist and live in a respectful way on Ohlone land and collaborate with Native and Indigenous local communities were insightful and instructive.  Corrina Gould, Nicholas Alexander Gomez, and Jonathan Cordero offered interruptions to the usual “othering” that tends to happen in western-centered scholarly work with Indigenous peoples—instead their assertions spoke to the urgency of taking up this work in ways that are accountable to ancestral knowledges, the earth, and all interconnected beings, as well as facilitative of the complexity of  being present as a vessel for transformation. As a queer Xicana Indígena scholar-activist, critical thinker, and practitioner of curanderismo, this gathering was medicine for my whole being.

The collective space created by Jack Gray, Dakota Alcantara-Camacho, and others who offered words, ceremony, movement, and song opened a path for participants to show up for ourselves and each other through small talking circles that facilitated instant heart connections and desire to learn more about each other’s histories and struggle. Roxanne Dubar-Ortiz’s sharing from her 2014 text, An Indigenous People’s History of the United States, offered both wisdom and knowledge about the unseen genocidal and “transcommunal”[1] histories, highlighting the importance of world-wide decolonizing efforts that must also address oppressive dominant social and state structures. The closing movement and creativity brought the gathering full circle. We  all left full of wonderful energy and language to continue the important work of decolonization, solidarity, and loving our whole complex selves.


Susy Zepeda,is an Assistant Professor in the Department of Chicana and Chicano Studies at UC Davis.  She is affiliated faculty with the Mellon funded Social Justice Initiative and the UC Davis Race Project. Zepeda is part of a writing collaborative, the Santa Cruz Feminist of Color Collective and a member of the Mujeres Talk Editorial Board.  She is currently working on her first book manuscript.

Photo of Indigenous Knowledge Gathering by Angela Anderson Guerrero. CC BY-NC-ND 2.0

Photo of Indigenous Knowledge Gathering by Agos Bawi. CC BY-NC-ND 2.0

Learning and Practicing Indigenous Intellectual Traditions by Alicia Cox

The First Annual Indigenous Knowledge Gathering at the California Institute of Integral Studies was a landmark in attempts to reposition indigenous knowledge in higher education. As Roxanne Dunbar-Ortiz stated in her talk, the history of the United States has conventionally elided indigenous perspectives and perpetuated systems of colonization and genocide. Even the “integral” philosophy on which CIIS is founded is one of bridging “Eastern” and “Western” thought with no regard for the intellectual traditions of indigenous Americans. As a researcher and teacher of Native American and Indigenous Studies, the gathering invigorated and inspired me. I look forward to attending this event for years to come, and I urge readers to do the same or, better yet, gather indigenous intellectuals at a campus near you!

The opening panel featuring three Ohlone scholars was particularly instructive. Corrina Gould gave an overview of the Indian Relocation Act of 1956 and the Termination Era of U.S. Indian policy that encouraged thousands of Native people to move from reservations to urban centers like San Francisco. In Corrina’s words, “Indians from elsewhere . . . were unaware of the existence of California Indians.” Subsequently, Indians from all over worked together to create organizations in the Bay Area such as the United Indian Nations, the American Indian Child Resource Center, and Indian People Organizing for Change. The latter organization has been especially instrumental in raising awareness about issues affecting Bay Area indigenous peoples, such as the destruction of shellmounds and other sacred sites by corporate and governmental construction projects. Since the Ohlone people are not recognized by the federal government, they are working to regain stewardship of their Native homelands by creating a cultural easement, a Native women-led urban land trust. IPOC is seeking volunteers to write grants, develop a website, and provide maintenance and upkeep services once the land is granted. Please visit ipocshellmoundwalk.homestead.com for more information or to donate funds.

The second session was led by Maori Contemporary Dance artist Jack Gray from Aotearoa. During the lunch break, Jack, who is a friend of mine, asked me to sing a song to help open the next session. This was not part of the program, and I was hesitant due to performance anxiety, but I understood that improvisation—a flexibility around the spirit of what is happening—is part of the indigenous intellectual tradition that Jack was offering. To rouse and ready the audience to receive the gifts of the gathering, Dåkot-ta Alcantara Camacho, a Chamorro Contemporary Hip-Hop Theater artist, chanted a welcoming song that honors a great navigator for the knowledge/spirit it takes to travel the seas. I then sang “The Trail of Tears Song” in Tsalagi (Cherokee), Eastern Band dialect, to thank Creator for life and the food, material and spiritual, that nourishes it. Several participants from the Transformance Lab that Jack and Dåkot-ta had co-facilitated the previous week at California State, East Bay, then led the audience in chanting and movement, helping us harness the power of gathering, sharing, and performing to awaken the latent energy and transformative potential that exist in all of us.

Alicia Cox completed her Ph.D. in English with a concentration in Native American Studies at the University of California, Riverside, and she is currently a University of California President’s Postdoctoral Fellow at the University of California, Davis. Her research interests include Native American literatures and gender and sexuality studies. She was born in Kansas City, Kansas, and she presently resides in Oakland, California.


[1] John Brown Childs, Transcommunality: From the Politics of Conversion to the Ethics of Respect (Philadelphia: Temple University Press, 2003). 

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Release Notes: 5.14.2015 http://library.osu.edu/blogs/it/release-notes-5-14-2015/ http://library.osu.edu/blogs/it/release-notes-5-14-2015/#comments Thu, 14 May 2015 21:02:05 +0000 reid.419@osu.edu http://library.osu.edu/blogs/it/?p=3009 Here are the notes on our maintenance window activity this evening.

  • ArchivesSpace – Expected Downtime: None
    • Completed some residual data recovery from last week’s maintenance window.


  • Knowledge Bank – Expected Downtime: Less than 15 minutes
    • Updated the submission process steps.
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OhioLINK Data Center Move, June 12 – 13 http://library.osu.edu/blogs/it/ohiolink-data-center-move-june-12-13/ http://library.osu.edu/blogs/it/ohiolink-data-center-move-june-12-13/#comments Wed, 13 May 2015 15:10:06 +0000 Michelle Gerry http://library.osu.edu/blogs/it/?p=2990 All OhioLINK hosted services will be down Friday, June 12, 6pm – Saturday, June 13, 12pm (noon), while all OH-TECH organizations are moved to a new data center at the State of Ohio Computing Center.

Affected services will include:

OhioLINK mailing lists will not be affected by the outage, and OhioLINK staff will communicate with membership via email and social media (http://twitter.com/ohiolink and http://facebook.com/ohiolink) if necessary during the maintenance window.

If you have any questions or concerns regarding this, please submit a request to Hub,

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From our Shelves: Post-Korean War Literature http://library.osu.edu/blogs/koreancollections/2015/05/12/from-our-shelves-post-korean-war-literature/ http://library.osu.edu/blogs/koreancollections/2015/05/12/from-our-shelves-post-korean-war-literature/#comments Tue, 12 May 2015 20:23:54 +0000 Mina Kim http://library.osu.edu/blogs/koreancollections/?p=347

문학 과 이데올로기 (left) and The Square by In-hun Choi (right)

While recovering from the Korean War one of the goals of South Korea was to create a new sense of national identity through literature, resulting in many nationalistic works.

In-Hun Choi (최인훈) was an author who steered Korean literature away from these nationalistic tendencies. Instead, he led literature towards themes such as human psychology and social conditions in novels full of groundbreaking literary techniques. Continue reading

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From Our Shelves: Books and Articles on Contemporary Theater http://library.osu.edu/blogs/koreancollections/2015/05/12/from-our-shelves-books-and-articles-on-contemporary-theater/ http://library.osu.edu/blogs/koreancollections/2015/05/12/from-our-shelves-books-and-articles-on-contemporary-theater/#comments Tue, 12 May 2015 20:23:04 +0000 Mina Kim http://library.osu.edu/blogs/koreancollections/?p=284 Many establishments in South Korea promote contemporary theater. The Seoul Performing Arts Company  performs at many international events,  the Sejong Center for Performing Arts is considered to be among the top ten art centers in the world according to Theatre in Korea, and the National Theater of Korea has several programs that promote theater.

Continue reading

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2015 MARGO JONES AWARD http://library.osu.edu/blogs/theatre-research-institute/2015/05/12/2015-margo-jones-award/ http://library.osu.edu/blogs/theatre-research-institute/2015/05/12/2015-margo-jones-award/#comments Tue, 12 May 2015 19:33:54 +0000 Orville Martin http://library.osu.edu/blogs/theatre-research-institute/?p=629 Margo Jones Medal

Margo Jones Medal

2015 Margo Jones Award Recipient

Emily Mann, playwright and Artistic Director of the McCarter Theatre in Princeton, New Jersey, has been named as the 2015 Margo Jones Award recipient. Mann was selected based on her significant impact, understanding, and affirmation of the craft of playwriting and work to encourage the living theatre everywhere.

The award will be presented to Ms. Mann during a ceremony on May 16th at the McCarter Theatre. Speakers will include Nadine Strossen, Jade King Carroll, and Christopher Durang, who received his own Margo Jones Award (along with Marsha Norman) in 2004 for his work with the Juilliard School’s American Playwrights Program.

Emily Mann has piloted the McCarter Theatre for 25 seasons, directing, writing, and/or overseeing over 200 productions in her time there. Under Mann’s direction, the McCarter accepted the 1994 Tony Award for Outstanding Regional Theater and the 2013 Tony Award for best new play for Vanya and Sonia and Masha and Spike. During her time at the McCarter, Mann has also ensured the ongoing advancement of new plays through commissions and development.

Mann herself is a prolific writer of both original plays and adaptations. Her original works include: Annulla, An Autobiography; Still Life; Greensboro (A Requiem); Meshugah; and Mrs. Packard and her adaptations include: Antigone, Uncle Vanya, The Cherry Orchard, a free adaptation of The Seagull: A Seagull in the Hamptons and The House of Bernarda Alba (recently staged in London). Having Our Say, wrote and directed by Ms. Mann and adapted from the book by Sarah L. Delany and A. Elizabeth Delany with Amy Hill Hearth, appeared on Broadway in 1995. Mann’s adaptation of Ingmar Bergman’s Scenes from a Marriage premiered this fall at New York Theatre Workshop.

A winner of the Peabody Award, the Dramatists Guild Hull-Warriner Award, and the Edward Albee Last Frontier Directing Award, Mann is a member of the Dramatists Guild and serves on its council. She is also the recipient of an Honorary Doctorate of Arts from Princeton University.

Members of the Medal Committee are Deborah Robison for the family of Jerome Lawrence; Janet Waldo Lee, Lucy Lee, and Jonathan Barlow Lee for the family of Robert E. Lee; and Nena Couch, Beth Kattelman, and Mary Tarantino for the Lawrence and Lee Theatre Research Institute at the Ohio State University. Joining the committee to make the presentation is Lisa Carter, Associate Director of Special Collections and Area Studies for OSU Libraries.

“Emily has contributed to the creation and support of new plays in so many ways,” said Beth Kattelman, Curator of the Lawrence and Lee Theatre Research Institute, “In addition to being an accomplished playwright herself, she has fostered the work of numerous playwrights throughout her years at the McCarter. The committee believes she truly epitomizes the spirit of the Margo Jones Award.”

Go see the list of past award recipients.



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JIRA Workflow Dashboard http://library.osu.edu/blogs/it/jira-workflow-dashboard/ http://library.osu.edu/blogs/it/jira-workflow-dashboard/#comments Mon, 11 May 2015 21:22:39 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=2959 Screen Shot 2015-05-11 at 5.04.52 PMYour team has worked with AD&S to develop a workflow to manage requests in your department.  You’re proficient at creating and resolving tickets, adding comments, and assigning them to Someone Else. Now you’re ready to take the next step for making your team more efficient. This post is to focus on how to easily keep an eye on things on your workflow with a Dashboard.

Create a New Dashboard

When you first log into JIRA, there is a good chance that you will land on the summary page for your project (or one of your projects if you have many). There is some good general information about your project there, e.g. the Summary page describes the ticket flow and gives a stream of latest activity, the Issue page breaks the issues out into digestible chunks by assignee, issue type, criticality, and the Calendar shows any due dates on, well, a calendar.  (You can export that to your Outlook, but that is a different post!)

Screen Shot 2015-05-11 at 2.43.16 PMYou might also land on the System Dashboard, which is a nice, but not always useful tool for disseminating information. It is really just a demo to get you into the world of creating your own system Dashboard. Kind of like a lightsaber, you really need to create your own. So let’s do that: From the System Dashboard (or any Dashboard) go to the top-right corner, click on the (gear) Tools drop down and Create Dashboard. Name it something that you can live with every day, “Russell’s EZ Workflow”, add a description that describes what you want out of it “A Dashboard to keep me up to date on what I am working on, what needs my attention, and what might be languishing.” Save it for now, we’ll talk about sharing later.  That wasn’t so hard, yes?

Easy? Yes, useful… not yet.  As you can see it is awaiting some guidance from you. If you click on the “add a new gadget” link to browse the various tools. You can add pie charts, heat maps, activity streams, and calendars. You can add these, configure them, and see if they are useful. Some of them are useful out of the box, “Assigned to Me” and “Activity Stream”. But to be really useful, you need to…

Create your Own Filter

JIRA is essentially a giant database full of all kinds of information: an issue, who asked for it, when they want it, who touched it and when, what labels have been assigned, what components does it relate to… and all of this is able to be pulled out using the JQL – Java Query Language.  This is a fairly robust language for finding issues in JIRA, but we fortunately don’t have to learn it, we can just use some basic controls for finding what we need.

Screen Shot 2015-05-11 at 3.55.56 PMTo get started, let’s click on the Issues>Search for Issues navigation at the top of the interface. This will give you a list of all the issues that you have the permission to see. This can be a large number, for me, uber-admin to the stars, that is like 18,000. Above the list of issues, we have some basic controls – like Project and Status and Assignee.

Screen Shot 2015-05-11 at 4.42.36 PMFor instance if I want to view all of the CMS tickets that are assigned to the Current User that are Open, it falls quickly down to one ticket. (Sorry Dan, I’ll get right on that one!)  If this is a useful list of issues, I can save it as a filter: Search>Save As.

Screen Shot 2015-05-11 at 5.03.10 PMNow, let’s tie it all together! I click on Dashboards>Russell’s EZ Workflow and then in the right corner Add Gadget. Search for Filter Results and add it to your Dashboard.  Close the Add Gadget modal and configure your widget. Select your filter, adjust the number of issues you’d like to see, and what fields. Save, and voila! you have a useful dashboard widget!

Be Creative, Share your Work

You can create a dashboard and share it with your team; include things like average ticket age, unassigned tickets in our project, list of folks with tickets assigned to them, tickets that are waiting on customer feedback. Give it a try and let us know what you think, and if you have any questions.

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The Fruits of Research: A Public Symposium http://library.osu.edu/blogs/rarebooks/2015/05/11/the-fruits-of-res-a-public-symposium/ http://library.osu.edu/blogs/rarebooks/2015/05/11/the-fruits-of-res-a-public-symposium/#comments Mon, 11 May 2015 18:44:35 +0000 Geoffrey Smith http://library.osu.edu/blogs/rarebooks/?p=418 Professor Elizabeth Renker of the Department of English has been among the most stalwart users of the holdings from the William Charvat Collection of American Literature. Of especial note, Professor Renker originated and developed a literary archives course that, over the years, has enlightened both undergraduate and graduate students on the rewards of hands-on research of primary materials. Her students have won numerous research awards for their papers on nineteenth-century American culture, particularly, Sarah Piatt, other period poets, story papers, sheet music, trade catalogs and more.

On May 25, 2015 (Memorial Day) members of the 2015 literary archives course will be presenting their research at a special event sponsored by Mac-O-Chee Castle, a private, family-owned museum that interprets over 200 years of history of the Ohio land and Ohio people. The event is part of Castle’s Centennial Season that celebrates the cultural ideas that defined the 19th Century.

Program and contact information can be found at: http://library.osu.edu/documents/rarebooks/events/PiattCastlesSalonMay2015.pdf

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GEO LIB New Book Shelf week of 5-11-15 http://library.osu.edu/blogs/geology/2015/05/11/geo-lib-new-book-shelf-week-of-5-11-15/ http://library.osu.edu/blogs/geology/2015/05/11/geo-lib-new-book-shelf-week-of-5-11-15/#comments Mon, 11 May 2015 15:59:46 +0000 dittoe.1@osu.edu http://library.osu.edu/blogs/geology/?p=513 TITLE Geologisches Jahrbuch. Reihe B: Regionale Geologie Ausland v.104 entitled,
Seismische Exploration für tiefe Geothermie / Hartwig von Hartmann, Thies Beilecke,
Hermann Buness, Patrick Musmann & Rüdiger Schulz.
IMPRINT Hannover : Bundesanstalt für Geowissenschaften und Rohstoffe, 2015.
IMPRINT ©2015.
CALL # QE1 .G353 no.104.

TITLE Sandstone geomorphology : landscape formation, field mapping,
research methods / edited by Piotr Migoń and Heather A. Viles.
IMPRINT Stuttgart : Gebrüder Borntraeger, 2015.
IMPRINT ©2015.
CALL # QE471.5.S25 S25 2015.

TITLE Arsenic : environmental geochemistry, mineralogy, and
microbiology / editors, Robert J. Bowell, Charles N. Alpers,
Heather E. Jamieson, D. Kirk Nordstrom, Juraj Majzlan.
IMPRINT [Chantilly, Va.] : Mineralogical Society of America, [2014]
IMPRINT ©2014.
CALL # TD196.A77 E58 2014.

The following can be found online:

Geological Society, London, Special Publications
Gas Generation and Migration in Deep Geological Radioactive Waste Repositories
2015; Vol. 415
The latest content is now online.

Geological Society, London, Special Publications
Global Heritage Stone: Towards International Recognition of Building and Ornamental Stones
2015; Vol. 407
The latest content is now online.

Geological Society, London, Special Publications
Strata and Time: Probing the Gaps in Our Understanding
2015; Vol. 404
The latest content is now online.

Journal of the Geological Society
May 2015; Vol. 172, 3
The latest content is now online.

Scottish Journal of Geology
April 2015; Vol. 51, 1
The latest content is now online.

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From Our Shelves: 천년학 (Beyond the Years) http://library.osu.edu/blogs/koreancollections/2015/05/11/from-our-shelves-%ec%b2%9c%eb%85%84%ed%95%99-beyond-the-years/ http://library.osu.edu/blogs/koreancollections/2015/05/11/from-our-shelves-%ec%b2%9c%eb%85%84%ed%95%99-beyond-the-years/#comments Mon, 11 May 2015 14:57:55 +0000 Matthew Bradley http://library.osu.edu/blogs/koreancollections/?p=349 Beyond the Years

Beyond The Years – DVD Inside Spread

The film 천년학 (Beyond the Years) tells the tale of an adopted youth 동호 (Dong-ho). He falls in love with his sister, 송화 (Song-hwa) who is also adopted. Both Dong-ho and Song-hwa are taught the Korean traditional performance style of p’ansori. P’ansori is one of the National Intangible Cultural Properties in Korean culture. It is described as musical story-telling accompanied by a drummer.

Continue reading

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Release Notes: 5.7.2015 http://library.osu.edu/blogs/it/release-notes-5-7-2015/ http://library.osu.edu/blogs/it/release-notes-5-7-2015/#comments Thu, 07 May 2015 20:58:47 +0000 reid.419@osu.edu http://library.osu.edu/blogs/it/?p=2956 During our maintenance window this evening we will be taking care of the following item:

  • ArchivesSpace – Expected Downtime: less than 45 minutes
    • Data recovery
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Issues with OSUL WordPress RSS Feeds http://library.osu.edu/blogs/it/issues-with-osul-wordpress-rss-feeds/ http://library.osu.edu/blogs/it/issues-with-osul-wordpress-rss-feeds/#comments Thu, 07 May 2015 13:04:12 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=2944 We are experiencing some issues with RSS feeds. Sometimes, you’ll see really old posts, or posts for all of the OSUL blogs, not just your own. We are looking into it. Thanks for your patience.

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eApplications unavailable early a.m. May 10 http://library.osu.edu/blogs/it/eapplications-unavailable-early-a-m-may-10/ http://library.osu.edu/blogs/it/eapplications-unavailable-early-a-m-may-10/#comments Thu, 07 May 2015 12:58:17 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=2941 Planned maintenance for multiple university eApplications will occur from 1-5 a.m. EST on Sunday (5/10). Affected services unavailable during this time include: Curriculum.osu.edu, eLeave, Business Leave, eTimesheet, WebClock, Monthly Certification, eRequest, eTravel, Grad Forms, Sponsorships and HR Action Request. Check System Status (ocio.osu.edu/status) for updates.

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Quick Tips for Friendlier Web Pages http://library.osu.edu/blogs/it/quick-tips-for-friendlier-web-pages/ http://library.osu.edu/blogs/it/quick-tips-for-friendlier-web-pages/#comments Wed, 06 May 2015 19:26:52 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=2932 1. Scannable Text
  • Paragraphs are short.
  • Text is bulleted, when appropriate.
  • There’s plenty of white space.

2. Clear Links

  • Links are descriptive.
    • Link includes the title of the document, page, site that is linked to, or a short descriptive phrase.
    • Don’t use Click Here.
  • Words are linked, not full URLs.

3. Correct Headings

  • Heading text is concise.
  • Heading text is meaningful.
    • Don’t use headings to format text so it stands out more.
  • Headings follow the hierarchy.
    • Don’t skip levels.
    • Start at Heading 3 in the CMS and Heading 2 in WordPress.

4. Clean Formatting

  • No text is in ALL CAPS.
  • bold and italic are used sparingly.
  • Text is not underlined (which implies a link).

5. Accessible Content

  • Headings follow the hierarchy.
  • Links are clear and descriptive.
  • Images have descriptive alternative text (“alt” attributes).
    • Don’t need to say “Image of”.

Robyn Ness, Usability Specialist, Teaching and Learning (ness.16@osu.edu)
Beth Snapp, Head, Applications Development & Support (snapp.6@osu.edu)
More information with instructions: go.osu.edu/writingfortheweb

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May 12: OSUL Image Management System Demo http://library.osu.edu/blogs/it/may-12-osul-image-management-system-demo/ http://library.osu.edu/blogs/it/may-12-osul-image-management-system-demo/#comments Tue, 05 May 2015 19:49:44 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=2879 Please join us for a demonstration of the new Image Management System (IMS) at the IT Awareness meeting on May 12, 11:00 am in THO 150. Terry Reese and Morag Boyd will be on hand to talk about how IMS fits in to the larger Digital Initiatives program, share details about the IMS rollout and what to expect when, as well as answer any of your questions.

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Writing about Julia http://library.osu.edu/blogs/mujerestalk/2015/05/05/writing-about-julia/ http://library.osu.edu/blogs/mujerestalk/2015/05/05/writing-about-julia/#comments Tue, 05 May 2015 15:38:47 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3085 author photo

Vanessa Pérez. Photo courtesy of author. CC BY-NC-ND 2.0

by Vanessa Pérez

In the early morning hours of July 5, 1953, two New York City police officers spotted a figure on the ground near the corner of Fifth Avenue and 106th Street in East Harlem. As they approached, they saw the body of a woman with bronze-colored skin. Once a towering woman at five feet, ten inches, she now lay in the street, unconscious. They rushed her to Harlem Hospital, where she died shortly thereafter. The woman carried no handbag and had no identification on her. No one came to the morgue to claim her body. No missing person’s case fit her description. She was buried in the city’s Potter’s Field. One month later, the woman was identified as award-winning Puerto Rican poet Julia de Burgos. Her family and friends exhumed and repatriated her body.

When I began writing about Julia de Burgos, I hesitated to mention her notorious death, seeking to move away from the narratives of victimhood that have shrouded her life for more than half a century. I wanted to focus on her poetry, her activism for women’s rights, social justice and the independence of Puerto Rico, and her legacy. Most Puerto Ricans already know her story, and many both on the island and in New York have been captivated by her life. However, I soon realized the importance of recounting even the most difficult details as I introduced her to new audiences. Her migration experience and her death on the streets of New York capture the imaginations of readers everywhere. Becoming Julia de Burgos builds on recent approaches to her work that focus on movement, flow, and migration. This book proposes a new way of reading Burgos’s work, life, and legacy, focusing on the escape routes she created in her poetry to write herself out of the rigid confines of gender and cultural nationalism.

For those of you who are not familiar with Burgos, let me offer a brief biographical sketch. Julia Constanza Burgos García was born on 17 February 1914 in the town of Carolina, Puerto Rico, the eldest of Paula García de Burgos and Francisco Burgos Hans’s thirteen children. Julia was intimately familiar with struggle, hardship, and death. She watched six of her younger siblings die of malnutrition and other illnesses associated with poverty. She obtained a teaching certification, a two-year degree, from the University of Puerto Rico, but would only work as a teacher for a year. In 1934, she married Rubén Rodríguez Beauchamp who she divorced only three years later. As a divorced woman in a conservative Catholic society, Burgos found that gossip, speculation, and vicious rumors undermined her respectabil­ity. During this time, she wrote her first collection of poetry, Poemas exactos a mí misma (Poems to Myself), which she later considered juvenilia and never published. In those early years, she also wrote “Río Grande de Loíza,” which became one of her most well-known works and was later included in her first published collection, Poema en veinte surcos (Poem in Twenty Furrows, 1938). This early work explored social justice and feminist themes, which she would continue to write about throughout her life. In poems such as “Pentacromia” and “A Julia de Burgos” she would write about her frustration with the institution of marriage and the limited roles available to women. In “Pentacromia” she repeats in each of the six stanzas the line “Hoy, quiero ser hombre (Today, I want to be a man),” expressing her desire for greater freedom to travel, and be an active participant in the world. In the poem, “A Julia de Burgos” she voices her frustration with social expectations of femininity through a split or double consciousness, suggesting postmodernist ideas of identity as performance. The speaker dramatizes the conflict between her socially acceptable constructed identity and her inner voices as a woman artist, as can be noted in the lines below.

Tú en ti misma no mandas; a ti todos te mandan;

en ti mandan tu esposo, tus padres, tus parientes,

el cura, la modista, el teatro, el casino,

el auto, las alhajas, el banquete, el champán,

el cielo y el infierno, y el qué dirán social.


En mí no, que en mí manda mí solo corazón,

mi solo pensamiento; quien manda en mí soy yo.

Tú, flor de aristocracia; y yo flor del pueblo.

Tú en ti lo tienes todo y a todos se lo debes,

mientras que yo, mi nada a nadie se la debo.


(You in yourself rule not; you’re ruled by everyone;

in you your husband rules, your parents, relatives,

the priest, the dressmaker, the theater, the casino

the car, the jewels, the banquet, the champagne,

the heaven and the hell, and the what-will-they-say.


Not so in me, who am ruled only by my heart,

only by what I think; who me commands is me.

You, aristocratic blossom; and I plebian floret.

You have it all with you and you owe it all to all,

While I, my nothing to no one do I owe.)

These lines offer an example of her commitment to freedom from prescribed roles for women. Burgos wrote and published her second collection of poetry, Canción de la verdad sencilla (Song of the Simple Truth), in 1939. Her third and final collection of poetry, El mar y tú (The Sea and You), was published posthumously in 1954. In January 1940, Burgos left Puerto Rico for New York where she stayed for six month. She then moved to Havana where she lived for two years before returning to New York in 1942. Several factors influenced her decision to leave Puerto Rico in 1940. The turn in Puerto Rican politics away from the nationalist and independence movement was one of the reasons. Also, many Puerto Rican writers, artists and musicians left for New York in those years in search of a wider audience, publishing houses, recording studios and greater opportunities to continue to develop their craft. Julia de Burgos wanted to be a part of this.

From late 1942 until her death, Burgos lived in New York where she struggled to make a living as a writer. She wrote for the Spanish-language weekly Pueblos Hispanos from 1943 to 1944, further developing her political voice. However, her journalism shows her political commitment to radical democracy and the struggle for immigrant and Puerto Rican rights and her advocacy of solidarity with Harlem’s African American community. In addition, these writings as well as her poetry reveal her understanding of cultural identity as fluid and unbound by national territory. While in the hospital months before her death, she wrote her two final poems in English, “Farewell in Welfare Island,” and “The Sun in Welfare Island,” describing the condition of exile and her sense of seclusion and desolation. These poems can be read as precursors to the literature of Nuyorican and U.S. Latina/o writers of the 1970s in both theme and emotional intonation.

Becoming Julia de Burgos recuperates a savvy, ambitious and influential intellectual who was a creative force both on the island and in New York. She is claimed by later generations as a beloved and inspiring icon and a fierce ancestor. There are at least two historical moments where we see a renewed interest in Julia de Burgos’s life and work. The civil rights movement of the 1960s is one of those moments. The women’s movement of that era led to a renewed interest in the poet on the island by feminist writers, artists and literary critics. The Nuyorican Movement of the 1970s led to ethnic revitalization and search for a deeper understanding of Puerto Rican history and culture that so many New York Puerto Ricans were distanced from. This coincided with first translations of some of her poems into English. As Latina feminists sought for intellectual genealogies during the women of color movement, they reclaimed Julia de Burgos as an ancestor. Julia de Burgos is remembered, reinvented and invoked in the poetry, prose, and artwork of various New York Latino writers and visual artist such as Sandra María Esteves, Mariposa and Andrea Arroyo, just to name a few. She is inscribed in the neighborhood of El Barrio in the form of murals, a cultural center named in her honor, and a street named after her. Sixty years after Julia de Burgos was found unconscious on an El Barrio street corner, she now forms part of the neighborhood’s urban landscape and cultural mythology.

Vanessa Pérez is an Associate Professor of Puerto Rican and Latino Studies at City University of New York, Brooklyn College, and the editor of Hispanic Caribbean Literature of Migration: Narratives of Displacement. She serves as an associate investigator on the City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the CUNY Graduate Center.

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Travelling to Japan – Resources on Japanese Etiquette and Mannerisms http://library.osu.edu/blogs/japanese/2015/05/04/travelling-to-japan-resources-on-japanese-etiquette-and-mannerisms/ http://library.osu.edu/blogs/japanese/2015/05/04/travelling-to-japan-resources-on-japanese-etiquette-and-mannerisms/#comments Mon, 04 May 2015 18:15:00 +0000 Brandon Stribrny http://library.osu.edu/blogs/japanese/?p=796 Learning the everyday mannerisms necessary to operate in a foreign society like Japan can seem overwhelming. However, taking the time to research some common social practices can go a long way in deepening your understanding. For those looking to visit Japan, or those just researching at home, OSUL has numerous resources available on Japanese culture and etiquette. There are also studies, such as 在日留学生に必要なソーシャル・スキル (Necessary Social Skills for International Students in Japan) by 田中 共子(Tomoko Tanaka),  高井 次郎(Jiro Takai) and  神山 貴弥 (Takaya Kohyama), that analyze and give suggestions on how to successfully cope with these social difficulties. Continue reading

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IT Project Updates, 2015Q1, 2015Q2 http://library.osu.edu/blogs/it/it-project-updates-2015q1-2015q2/ http://library.osu.edu/blogs/it/it-project-updates-2015q1-2015q2/#comments Fri, 01 May 2015 16:13:59 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=2851 This post is a roundup of the work IT did last quarter and what we’re working on next quarter.  I’ve tried to break it down into some digestible chunks.  If you’d prefer it straight-up table-style, here’s the 2015 First Quarter and 2015 Second Quarter wiki pages.

2015Q1 – Requirements Gathering

2015Q1 – Exploratory ActionScreen Shot 2015-04-21 at 6.10.07 PM

Screen Shot 2015-04-21 at 6.18.10 PM2015Q1 – Building, Building

2015Q1 – Holding Pattern

diagram of an airport holding pattern

Diagram by Feorag

  • DSpace Upgrade to 5.0
    Upgrade DSpace from 1.8 to 5.x
  • ArchivesSpace Data Migration
    Import existing Special Collections data into ArchiveSpace
  • Patron Management
    Track patron access to Special Collections

2015Q2 – Tier I

These projects were identified as top priorities for the next quarter.  Each project has identified release goals in italics – what the team hopes to accomplish this quarter.

  • ArchivesSpace Production Support – Cate Putirskis
    Ensure that the ArchivesSpace system is secure, reliable and efficient.
  • ArchivesSpace Data MigrationCate Putirskis
    Import existing Special Collections data into ArchivesSpace
  • Image Management SystemMorag Boyd
    Import Cartoons and Byrd Polar Media Manager collections and deliver a production public interface
  • DSpace Upgrade to 5.xMaureen Walsh
    Practice upgrade with Longsight
  • Identifier Resolution Service Terry Reese
    Review use cases and design solution

2015Q2 – Tier II

These projects were selected as important, but less of a focus for the team.

2015Q3 – Tier III

Tier three – we’d like to work on these if we have available resources.

  • Digital Exhibits PlatformTBD
    Research and evaluate Spotlight
  • BuckeyeSensor InterfaceTBD
    Design and implement prototype interfaces
  • Special Collection Reading Room Patron ManagementLisa Carter
    Develop requirements


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From Our Shelves: Resources on P’ansori http://library.osu.edu/blogs/koreancollections/2015/05/01/from-our-shelves-resources-on-pansori/ http://library.osu.edu/blogs/koreancollections/2015/05/01/from-our-shelves-resources-on-pansori/#comments Fri, 01 May 2015 14:52:07 +0000 Mina Kim http://library.osu.edu/blogs/koreancollections/?p=254 P’ansori (판소리)is a fundamental aspect of traditional Korean culture.  It is sometimes referred to as a “one-man opera”, and has four distinct characteristics: it is musical, it is a solo oral technique, it is dramatic, and it is in verse. The performer, called kwangdae, is joined on stage only by a drummer and alternates between speaking and singing. The “stage” was traditionally a large mat, and the kwangdae used only a fan and his clothing for props. To learn more, see What is P’ansori? (OSUL login required) by Marshall R. Pihl (Chicago Review, 1993)

One of the most popular p’ansori songs is “Song of Ch’unhyang” or Chunhyangga (춘향가). Chunhyangga has several different scenes, ranging from peaceful to sad, from humorous to serious. Chunhyangjeon (춘향전) is the book based on the song.

  • OSUL’s copy of Chunhyangga (춘향가) can be accessed here
  • OSUL’s copy of  Chunhyangjeon (춘향전) can be accessed here (v.1)

Chan E. Park, a professor of Korean language, literature, and performance studies at The Ohio State University, specializes in in p’ansori. You can see a performance by Professor Park here.

Books (in Korean) about p’ansori in OSUL:

Books (in English) about p’ansori in OSUL:

Online articles about p’ansori (OSUL login required)

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