OSU Libraries Blogs https://library.osu.edu/blogs/rarebooks/feed Highlighting our collections and the work that we do Fri, 05 Feb 2016 21:26:51 +0000 en hourly 1 http://wordpress.org/?v=4.3.1 Research Commons Celebrates Grand Opening https://library.osu.edu/blogs/researchcommons/2016/02/11/grand-opening/ https://library.osu.edu/blogs/researchcommons/2016/02/11/grand-opening/#comments Thu, 11 Feb 2016 17:51:57 +0000 Emily Sferra http://library.osu.edu/blogs/researchcommons/?p=4480 On Tuesday, January 26, the Research Commons held its Grand Opening. After opening its doors at the beginning of the spring semester, the Research Commons welcomed over 100 guests for a private reception. Carol Pitts Diedrichs, the Vice Provost and Director of University Libraries, was the master of ceremonies and spoke of the interdisciplinary and collaborative spaces and services offered by the Research Commons, saying, “We’re honored to be at the center of the many campus partnerships that support each stage of the research life cycle.” Interim Executive Vice President and Provost Bruce McPheron praised the efforts of both Diedrichs and Caroline C. Whitacre, the Vice President for Research who also spoke, to bring the Research Commons to fruition, citing the importance of collaboration across campus.

Carol Diedrichs at Research Commons Grand Opening

Vice Provost and Director of University Libraries Carol Pitts Diedrichs

After the private reception, the Research Commons hosted an open house for the entire campus. Faculty and staff members, along with graduate students, toured the new space and explored the technology offered throughout the different rooms. The Research Commons includes several Project Rooms with collaboration stations that enable up to four users to take turns sharing their displays on a flat panel monitor. In the Brainstorming room(s), two projectors feature AirMedia technology to allow users to wirelessly project their screens onto a whiteboard, a great feature for bring-your-own-device (BYOD) group projects. Other spaces in the Research Commons include a 10-person Conference Room with video-conferencing technology, a Digital Visualization studio, and a Computer Lab. For details about reserving and using these spaces for your research, visit our room reservation page here: Reserve a Room.

Research Commons Brainstorming room

Guests explore the AirMedia technology in the Brainstorming room

The open house provided the opportunity for potential users of the space to see what the Research Commons has to offer, in terms of both spaces and services. Research Commons partners,  from within the Libraries and across campus, offered informational materials and were available for questions during the open house. The Copyright Resources Center, Data Management Librarian, Office of Research, Office of Responsible Research Practices, and Writing Center all hold weekly office hours within the Research Commons. Researchers can find more information and request appointments with our expert partners via our consultations page here: Schedule a Consultation.

Research Commons Partners

Research Commons partners speak to guests during the open house

In the weeks since its been open, the Research Commons has hosted seven events, attended by more than 200 researchers across all levels – faculty, staff, postdocs, graduates, and undergraduates. These early events have highlighted the use of the space for educational workshops and research showcase activities. We’ve got a full slate of workshops and other events planned for the rest of the Spring semester, and you can see what’s coming up on our events page here: Upcoming Events.

If you have any questions about the Research Commons spaces and services, please email us at researchcommons@osu.edu.

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Display your photo in the staff directory https://library.osu.edu/blogs/it/display-your-photo-in-the-staff-directory/ https://library.osu.edu/blogs/it/display-your-photo-in-the-staff-directory/#comments Wed, 10 Feb 2016 19:19:44 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3752 To new employees:  you have the option to display your photo in the Libraries staff directory: library.osu.edu/staffd/
Simply upload a photo at: opic.osu.edu. OPIC is Ohio State’s avatar service. If you have questions, please contact the Hub.

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Call for Search Committee Members https://library.osu.edu/blogs/osulstaff/2016/02/10/call-for-search-committee-members-2/ https://library.osu.edu/blogs/osulstaff/2016/02/10/call-for-search-committee-members-2/#comments Wed, 10 Feb 2016 18:25:46 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4278 If you are interested in serving on the search committee for the Head of Acquisitions, please email Quanetta at batts.8@osu.edu by February 12. Please remember that although search committees for faculty positions are composed primarily of members of the faculty, we are looking for staff member representation on these committees as well.

(See story about Dracine Hodges, page 8).

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Appointments of Social Sciences Librarians Announced https://library.osu.edu/blogs/osulstaff/2016/02/10/appointments-of-social-sciences-librarians-announced/ https://library.osu.edu/blogs/osulstaff/2016/02/10/appointments-of-social-sciences-librarians-announced/#comments Wed, 10 Feb 2016 18:25:14 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4274 Tracey Allen Overbey and Hilary Bussell will be joining the organization as Social Sciences Librarians, beginning their work March 7. The search for a Social Sciences Librarian, coupled with a close examination of the business needs of the university and the Libraries, provided a unique opportunity to ultimately bring two new colleagues to University Libraries.

As members of the Research Services Department, Tracey and Hilary will connect the Libraries’ growing digital scholarship services offered through the Research Commons to faculty and students, provide instruction that addresses information literacy in the digital age, partner with social scientists to advance cross-disciplinary collaboration, and engage with the issues of digital scholarship and data management.

Both will engage and communicate with faculty, students and staff in a liaison role in her assigned areas, discussing scholarly communication, digital initiatives, the development of new online tools, copyright, data management, and the integration of information literacy skills into the curriculum.  Hilary and Tracey’s diverse responsibilities will include research services, teaching and learning, scholarly communication, and collection development and management.

Hilary will have responsibility for providing services in support of teaching, research and scholarship related to the departments of Anthropology, Economics, and nn1the School of Communication. Contributing in a similar capacity, Tracey will engage with the university’s Sociology, Political Science, and International Studies departments.

Hilary comes to OSUL from her current position as eLearning Librarian at Ohio University, where she is the subject librarian for Political Science, Public Administration, Psychology, and Sociology/Anthropology. Previously, she served as a graduate assistant for reference and instructional services at the University of Illinois at Urbana-Champaign.

Hilary received a Master of Science degree in Library and Information Science from the University of Illinois at Urbana-Champaign; a Master of Arts in Philosophy from Loyola University Chicago, and a Bachelor of Arts in Humanities from Shimer College, Waukegan, IL.

nn2Tracey joins The Ohio State University Libraries from her post as Librarian in the Social Sciences Department of the Cleveland Public Library, a position she has held since 2012.  Tracey worked for three years as a social worker for the Cuyahoga County Department of Children and Family Services, and was a children’s librarian with the Cleveland Public Library.

Tracey received her Bachelor of Science in Psychology from Central State University, and a Master of Library Information Science from the University of Pittsburgh.  Tracey was a graduate student assistant in School of Library & Information Science’s Diversity Department at the University of Pittsburgh.

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OAA HR Service Center now a Federal Work Study Contact https://library.osu.edu/blogs/osulstaff/2016/02/10/oaa-hr-service-center-now-a-federal-work-study-contact/ https://library.osu.edu/blogs/osulstaff/2016/02/10/oaa-hr-service-center-now-a-federal-work-study-contact/#comments Wed, 10 Feb 2016 18:21:48 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4272 The OAA HR Service Center will begin supporting OSU Libraries as a contact for Federal Work Study (FWS) beginning February 15, 2016. While you can still direct FWS related issues and questions to the Libraries HR Team, you will now have the Service Center as an additional contact resource. Other benefits include the Service Center automatically processing funding changes to exhaust available award balances, and FWS balance and error report distribution from the Service Center.

The Service Center will now:

  • Process funding changes to exhaust available award balances
  • Distribute the Funding Error Report
  • Distribute award balances after each pay period
  • Review active job openings with supervisors each semester
  • Send communication for FWS events and updates throughout the academic year
  • Act as a resource for FWS questions

What the changes will mean to you?

  • FWS awards will be used in full without the need for an additional HRA request
  • Increased communication from Service Center, such as FWS reports
  • An additional resource for FWS questions, funding error resolution, and communication.

If you have questions regarding the transition please contact Randall McKenzie, mckenzie.87@osu.edu or Alyssa Howard, howard.1289@osu.edu. We look forward to providing an easy transition and exceptional service.

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Some of my Students are Leprechauns (Or Why it is Difficult for White College Students to Understand that Racism is still a Big Deal) https://library.osu.edu/blogs/mujerestalk/2016/02/09/some-of-my-students-are-leprechauns-or-why-it-is-difficult-for-white-college-students-to-understand-that-racism-is-still-a-big-deal/ https://library.osu.edu/blogs/mujerestalk/2016/02/09/some-of-my-students-are-leprechauns-or-why-it-is-difficult-for-white-college-students-to-understand-that-racism-is-still-a-big-deal/#comments Tue, 09 Feb 2016 20:53:21 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3416 https://creativecommons.org/licenses/by-nc/2.0/. Photo by Edward Foley (CC BY-NC 2.0).

https://creativecommons.org/licenses/by-nc/2.0/. Photo by Edward Foley (CC BY-NC 2.0).

By:  Carmen R. Lugo-Lugo

“The new world of monsters is where humanity has to grasp its future.”
—Hardt and Negri, Multitude

Teaching Introduction to Ethnic Studies and the Art of Asking Questions

I hate surprises in the classroom. I appreciate the potential of surprises in life. The promise they sometimes carry with them. The ability to keep me on my toes, so to speak. But to be clear, I hate surprises in the classroom. Especially when I teach lower division courses. When I teach Introduction to Comparative Ethnic Studies in particular, a service course we do for the university, I follow a simple, modified rule designed for lawyers in court: do not ask a question for which you do not know what the answer will be. The questions I am talking about here are not questions about class content, but rather demographic or attitudinal questions, that is to say, questions for which the answers will illustrate a particular point. This is not about students knowing the “correct” answer, but about me knowing the answer that students will give me beforehand because although I do not know each one personally, I have a certain general knowledge about who is in my classroom, and the ideas they may bring with them. Thus, I rely on both experience and “external” indicators to anticipate what their answers will be. For instance, when I ask my students in the Introduction course (like I usually do at the beginning of the semester) to stand up if they see themselves as White (to make a point about the changing definitions of “Whiteness” in our country), I know, before it happens, that 80-85% of the 100 students in the classroom will stand up (because I know the student demographics at our institution). Also, when I ask for the left handed students to raise their hand to make a point about certain predictable angles of “random populations,” I know that about 10% will do so (because they mirror the general population, and the very point I am making by asking them to raise their hand is based on that precise fact). And when I ask them to talk to me about their experiences with “diverse populations of students” at their high schools, I know what they will tell me (e.g., whether there were “lots of students of different backgrounds in their high schools” or whether they “hadn’t interacted much with students different from themselves until they stepped foot on our campus”), depending on what part of Washington they went to school.

On a carefree day, I would say that I have turned this “asking only questions for which I know what the answer will be” endeavor into a work of art. Over the years I have become accustomed to and very comfortable with this practice: I always know (at least approximately) how many students will stand up or raise their hands, or the verbal answer they will give me in response to a question I make. Like I said, I hate surprises in the classroom.

The Question that Broke my Art

A few years back in my Introduction to Comparative Ethnic Studies class, during a lecture on the use of American Indians as mascots in sports teams, I made two simple points: (1) the (ab)use of American Indians as mascots is tied to the (ab)use of American Indian cultures and peoples by mainstream American culture, which has a long history; and (2) the practice must be terminated. I showed them horrifying visuals depicting these practices throughout the decades, including pictures of sports teams using the American Indian mascots of other teams in violent, degrading ways. During this lecture, I lingered on a particular picture of a state college with a bull as a mascot portraying the American Indian mascot of its rival state school on its knees performing fellatio on their bull. My students thought the picture was in bad taste (which is a start), but I also asked them to think about the treatment of mascots in general, and whether it was fair to portray human beings in the same light. For instance, a tiger performing fellatio on a bulldog is still in “bad taste,” but the objections may end there. This was not the first time I had given that lecture, so I knew the point the students were going to raise in response, which they did, right on cue: American Indians are not the only “humans” portrayed as mascots, for we also have the “Vikings” and the “Fighting Irish,” they earnestly offered.

I always take this point very seriously, because I assume they bring it up in good faith, wanting to understand the difference. This time, my answers were simple but to the point: As a group of people, the Vikings (like the Trojans, and the Ancient Greeks) are gone, the American Indians are still with us. As for the Irish, I usually concede that it is a good example, because the Irish, as a people, do exist. I could have easily gone into all sorts of discussions about the positionality of the Irish as an ethnic group within U.S. culture or even within the United Kingdom, but this time I decided to take a different route: I asked my students what the mascot of the Fighting Irish was (and as with every question I ask in that class, I knew the answer). They promptly and ceremoniously responded: “a leprechaun.” Then, with the picture of the bull and the American Indian on his knees still up, I asked my students to raise their hands if they had American Indian ancestry. I saw them hesitate, so I made it clear: raise your hand if either of your parents, grandparents or great-grandparents is or was American Indian. Around 30% of the students in the classroom (regardless of how they identified ethnically or racially) raised their hands, and as always, I knew they would. So, I said, that picture right there (pointing again to the Indian on his knees) is about your relatives, which is to say, is about you. Now let me ask you this: How many of you have leprechaun relatives? I thought I knew the answer to this question. The question was supposed to be a throwaway, a joke for them to get the point. No hands were supposed to go up. Not one hand up was the answer I knew to expect. But, to my surprise (yes, a surprise in my classroom), at least three white-identified students raised their hands. Not as joke, not even as a challenge to my authority, but as a bona fide answer to my question. I am hardly ever thrown off balance in my classes, but for a fraction of a second I was, and then sternly told those students to put their hands down because although I hated to break it to them, “leprechauns, just like unicorns and mermaids, do not exist.” At least not in the corporeal sense that would prompt genealogical claims. For a moment there all I wanted was to get those hands down and erase the incomprehensibility they represented. But regardless of how fast they put their hands down (and they were extremely fast), my fail-safe system of asking students questions in class was broken. Even if momentarily.

Some of my Students are Leprechauns, Which is to Say, they Think Racism is not a Big Deal

Those hands confirmed that this generation of students is truly lacking an understanding of the historical impact and contemporary reverberations of racial formations (a la Omi and Winant) and racism. More to the point, if students do not understand the difference between “real” and mythological peoples or even how genealogy has operated in their own creation, how can they understand the difference between racial myths and racial realities, or how racism works in our society? Students suggesting that mythological leprechauns or extinct Vikings are as abused as flesh and blood American Indians should be troubling enough. But for them to actually identify with the figure of the monstrous leprechaun by seeing themselves in that figure should be beyond comprehension. Unless you understand this generation, that is. This is the first generation of White Americans raised with a societal understanding that equality between the races as a principle should not be disputed. However, this understanding has been intertwined with a convenient lie, mainly, that we have actually achieved racial equality. That lie has taken root because although their generation is buffered by my generation (Generation X), which was born after segregation and other major forms of de jure discrimination were deemed unconstitutional, studies show that buffer notwithstanding, White millennials have not transcended the history of this country. Thus, when it comes to expressing racism, Millennials are sometimes no better than their parents (Gen Exers) or their grandparents (Baby Boomers) (Clement, 2015). As Michael D. Smith argues, “the education [white Millennials] have received has left them ill-equipped to understand the nature of racism,” as they “have inherited a world in which the idea of ‘reverse racism’ has been legitimized…” (2015). Their “education” has taken place in a vacuum where discrimination against Black folks (which they equate exclusively with slavery and perhaps segregation), was something that happened in a long and terminated past, something that has no repercussions today because, as they’ve learned, we are now all equal.

And that is the crux of the matter, for if as they’ve been instructed, we are all equal today (whether we descend from American Indians or leprechauns), that means that Whites can experience as much discrimination as anybody else (hence “reverse discrimination”). So, from this perspective, Black folks, American Indians, and Latinas/os may be having a hard time in our society, but by golly, so are Whites. Their understandings of race and racism have become another mythology, where their perceived oppression is equal to that of anyone else’s. And in their mythological views about race and racism, their non-human, monster-like “leprechaun ancestors” are being abused by sport teams, just as are those of American Indians. Unfathomable to many, but if we (professors) are to help them understand their own positionality within historical and contemporary manifestations of racism, and to help humanity “grasp its future” as Hardt and Negri compel us, we must become adept slayers of mythical creatures in this new world of monsters, which irritatingly enough, seems to include a classroom surprise or two.

Clement, Scott. 2015. “Millennials are just as Racist as their Parents.” The Washington Post. April 7. http://www.washingtonpost.com/news/wonkblog/wp/2015/04/07/white-millennials-are-just-about-as-racist-as-their-parents/.
Omi, Michael and Howard Winant. 1994. Racial Formations in the United States: From the 1960s to the 1990s. New York: Routledge.
Smith, Michael D. 2015. “Millennials are Products of a Failed Lesson in Colorblindness.” PBS. March 26. http://www.pbs.org/newshour/updates/white-millennials-products-failed-lesson-colorblindness/.

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BICLM Event: Carol Tyler Presents “Soldier’s Heart” https://library.osu.edu/blogs/cartoons/2016/02/09/biclm-event-carol-tyler-presents-soldiers-heart/ https://library.osu.edu/blogs/cartoons/2016/02/09/biclm-event-carol-tyler-presents-soldiers-heart/#comments Tue, 09 Feb 2016 17:36:04 +0000 Caitlin McGurk http://library.osu.edu/blogs/cartoons/?p=3256 On Monday, February 29th, Carol Tyler will be giving a talk called “Comics to a ’T’: Time, Techniques, Trouble and new Territory” based on her new release SOLDIER’S HEART: The Campaign to Understand My WWII Veteran Father, A Daughter’s Memoir. The talk details the theme of PTSD and the techniques used to create a 364 page graphic novel. Ms. Tyler will also map out the unique challenges of autobiographical storytelling set in real time with real characters.

7pm – Billy Ireland Cartoon Library & Museum’s Will Eisner Seminar Room – FREE

Soldiers Heart poster_Branded

Soldier’s Heart is a sophisticated graphic masterpiece that explores the damaging effects of war and the toll it can take on families.

Many soldiers return home and never talk about what happened – especially those from the Greatest Generation. Thus was the case with S/Sgt. Charles W. Tyler, who late in life began to open up to his daughter Carol. By looking at him, you would never know that he was wounded in combat, but as she states at the beginning: “Not all scars are visible.”

The narrative unfolds over 360 pages of masterfully crafted drawings. Stunning ink and color washes weave through the decades: Tyler examines the past in sepia, confronts reality in stark black & white and uses rich color to convey the moods and fragility of the present. She overlays her father’s memories with her own, while struggling to understand her troubled life: a failed marriage, a teenage daughter on the edge, and an elderly father and mother. It’s literate, emotionally compelling, historically accurate, and took the artist a decade to complete. Winner of the Ohio Arts Council Excellence Award, nominated for 11 Eisners, 2 Harveys, 2 Ignatz awards, and named a finalist LA Times Book Prize, Soldier’s Heart is a magnificent achievement.

Books will be on sale after the event, and Carol will be available for signing.

This event is part of the national Will Eisner Week celebration. More info on WEW here: http://www.willeisnerweek.com/

This event is cosponsored by OSU’s Project Narrative, Medical Humanities, Pop Culture Studies, and The Billy Ireland Cartoon Library & Museum.


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Coloring Our Collections, Part 4: The Nuremberg Chronicle! https://library.osu.edu/blogs/rarebooks/2016/02/05/coloring-our-collections-part-4-the-nuremberg-chronicle/ https://library.osu.edu/blogs/rarebooks/2016/02/05/coloring-our-collections-part-4-the-nuremberg-chronicle/#comments Fri, 05 Feb 2016 21:26:51 +0000 Lisa Iacobellis http://library.osu.edu/blogs/rarebooks/?p=559 Who doesn’t love the imagery of the Nuremberg Chronicle, taking us through the history of the Christian west from Genesis through the lives of the saints up to the reign of Maximilian I, and introducing us to exotic places in the world of the late fifteenth-century?  There are digitized copies available online, such as that owned by The University of Cambridge, but those are deluxe painted versions.  Our copy was not painted, and in addition, received a cleaning as part of a preservation project in 1999.  The selection of images that we offer are fresh and clean and ready for your colored pencils.  Enjoy!


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Release Notes, 2016.02.04 https://library.osu.edu/blogs/it/release-notes-2016-02-04/ https://library.osu.edu/blogs/it/release-notes-2016-02-04/#comments Fri, 05 Feb 2016 15:36:47 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3749 On Thursday 2016.02.04:

  • Room Reservation – fixed ability for patrons to reserve rooms in Research Commons after hours
  • Finding Aids – migrated legacy finding aid materials to new server
  • FileManager – implemented software to allow curators to maintain Finding Aids
  • Finding Aids – Implemented EAD Publishing from Archivist Toolkit
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Color Our Collections, Part 3: Fashion https://library.osu.edu/blogs/rarebooks/2016/02/04/color-our-collections-part-3-fashion/ https://library.osu.edu/blogs/rarebooks/2016/02/04/color-our-collections-part-3-fashion/#comments Thu, 04 Feb 2016 23:40:26 +0000 Lisa Iacobellis http://library.osu.edu/blogs/rarebooks/?p=555 Today we’ll dip into our huge and wonderful collection of historic trade catalogs and find some fashions from the turn of the century – not this century, mind you, but the late nineteenth- and early twentieth- centuries.

girls in hats from catalog


To be fair, some boys’ and mens’ wear have also been included, but the shading tends to be rather dark, so perhaps not the best for coloring.  However, you might be amused by the “university”  and “fraternity” clothes.  Here’s your coloring book of the day.   These are all everyday garments, from mail order catalogs, not illustrations from the high fashion magazines of the time.   Have fun!

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Color Our Collections, Part 2: Herbal Illustrations https://library.osu.edu/blogs/rarebooks/2016/02/03/color-our-collections-part-2-herbal-illustrations/ https://library.osu.edu/blogs/rarebooks/2016/02/03/color-our-collections-part-2-herbal-illustrations/#comments Wed, 03 Feb 2016 23:00:15 +0000 Lisa Iacobellis http://library.osu.edu/blogs/rarebooks/?p=552 Today’s coloring pages come to you from the late sixteenth-century Herball Or Generall Historie of Plantes by John Gerard.  We’ve made a PDF for you to print out as a coloring book.  The frontispiece is lush and detailed, so we left it relatively intact for you to admire.  The rigid garden layout represented in the oval frame at the bottom was the standard, unlike our more meandering, seemingly “natural” flower garden designs.

The individual images have been stripped down to black and white for easy coloring.  Some of the nicest images we could not provide because an earlier owner of the book could not resist, and painted them!  (As you can see, the edges of the title page were repaired since the book was so well worn from use.)  There are many more illustrations, and of course, a descriptive text.  Let us know if you’d like to see it sometime.

frontispiece, John Gerard, Herbal

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Executive Committee Meeting Notes, December 17, 2015 https://library.osu.edu/blogs/osulstaff/2016/02/03/executive-committee-meeting-notes-december-17-2015/ https://library.osu.edu/blogs/osulstaff/2016/02/03/executive-committee-meeting-notes-december-17-2015/#comments Wed, 03 Feb 2016 17:46:28 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4259 Committee Review
Exec reviewed the list of committee volunteers. Appointments will be finalized and announced in News Notes in January 2016.

Position Discussion
Exec approved posting the following positions:

  • Faculty Positions
    • Head, Fine Arts Library
    • Head, Teaching & Learning
    • Engineering Librarian
  • Staff Position

HR Associate

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Executive Committee Meeting Notes, December 2, 2015 https://library.osu.edu/blogs/osulstaff/2016/02/03/executive-committee-meeting-notes-december-2-2015/ https://library.osu.edu/blogs/osulstaff/2016/02/03/executive-committee-meeting-notes-december-2-2015/#comments Wed, 03 Feb 2016 17:45:51 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4257 Position Discussion
Exec appointed Craig Gibson as interim Head of the Fine Arts Library.
Exec approved extending Brian Miller’s temporary appointment as Head of Gov Docs and Microforms for an additional six months.

Search Committees
Exec reviewed the list of volunteers and made appointments for the Curator of American Fiction and Digital Humanities Librarian search committees. Diedrichs will send confirmation to the identified committee members.

Ithaka Agriculture Project Participation
After reviewing the proposal, Exec decided not to participate in the Ithaka Agriculture Project at this time.

Web Archiving Proposal
Exec reviewed the revised Archive-It Web Archiving Proposal and approved a two year pilot for the proposed project. A review and broader discussion will happen at the end of the pilot.

New Requirements for Public Access to Publications
University Libraries will partner with the Office of Research to communicate the new requirements for public access to publications from federally funded research. At the appropriate time, Armstrong will work with Damon Jaggars to draft a message for consideration.

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Executive Committee Meeting Notes, November 10, 2015 https://library.osu.edu/blogs/osulstaff/2016/02/03/executive-committee-meeting-notes-november-10-2015/ https://library.osu.edu/blogs/osulstaff/2016/02/03/executive-committee-meeting-notes-november-10-2015/#comments Wed, 03 Feb 2016 17:44:56 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4255 POD Reappointment
Diedrichs shared that Eric Schnell has agreed to continue as the POD.

Admin Plus Agenda
Patton-Glinski will work with OHR to present an implicit bias workshop. The Admin Plus meeting scheduled for December will be moved to January and the remaining dates will be adjusted as well. Batts will confirm the new schedule with the Admin Plus group.

Media Production Report
Exec reviewed and discussed the media production room report. Exec approved continuing this activity. Patton-Glinski and Armstrong will work together to identify an appropriate space to house the service going forward.

ARL Coordinating Committee
Diedrichs shared and reviewed a call for interest in the new ARL coordinating committees that will be coming in the next year. The ADs will review and prioritize the projects that OSUL should consider participating in.

2016 Committee Discussion
Exec reviewed and discussed the draft committee, work group, task force and community forum charge documents. The following decisions were made:

Thank and acknowledge the completed work of the following groups:

  • Archives Space Implementation Working Group
  • Assets Tracking Task Force
  • III Loader Working Group

The call for volunteers will go out in NewsNotes this month.

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OSUL Best Practices for File Naming https://library.osu.edu/blogs/osulstaff/2016/02/03/osul-best-practices-for-file-naming/ https://library.osu.edu/blogs/osulstaff/2016/02/03/osul-best-practices-for-file-naming/#comments Wed, 03 Feb 2016 17:44:07 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4253 The Web Governance Committee has developed Best Practices for File Naming as a companion to the Drafting and Publishing OSUL Content guidelines. Just like paper files, electronic files need to be well-organized and labeled correctly so that they are identifiable, easy to find and accessible by all employees. This is especially important for employees of Ohio State in order to comply with the University’s Records Management Policy, the State’s public records laws and to provide for efficient and effective use of the University’s documentary resources. Efficient and effective management of electronic records begins with accurate, standardized and consistent file-naming. If you have questions about these guidelines, please contact Web Governance at libwebgov@osu.edu.

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Performance Management Staff Step 3 Deadline Reminder: February 26 https://library.osu.edu/blogs/osulstaff/2016/02/03/performance-management-staff-step-3-deadline-reminder-february-26/ https://library.osu.edu/blogs/osulstaff/2016/02/03/performance-management-staff-step-3-deadline-reminder-february-26/#comments Wed, 03 Feb 2016 17:43:38 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4251 The deadline for completing Step 3 of the Staff Performance Management Process is February 26. Please complete the process and send the original documentation to OSUL HR, 305THO and maintain a copy for the direct report and supervisor. Forms and Resources are available here.  To learn more about providing feedback and honing communication skills that can assist in the Step 3 process, visit BuckeyeLearn at www.go.osu.edu/buckeyelearn, or OSU’s Employee Assistance Program internet site, use the Click Here link, and then click on the Working link.

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Thinking About Retirement? https://library.osu.edu/blogs/osulstaff/2016/02/03/thinking-about-retirement/ https://library.osu.edu/blogs/osulstaff/2016/02/03/thinking-about-retirement/#comments Wed, 03 Feb 2016 17:43:06 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4249 Valuable information for Faculty and Staff considering retirement, including links to Benefit Administrators, Pension Plan Proposed changes, and Post-Retirement Benefits, can be found on the Office of Human Resources Ready to Retire page: http://hr.osu.edu/benefits/rb_readytoretire.  You may also have interest in viewing a webinar or attending a seminar:

STRS Counseling & Seminarshttps://www.strsoh.org/education/

OPERS Webinars & Seminarshttps://www.opers.org/members/seminars/index.shtml

ARP – Contact your provider

Additionally the University Guide to Retirement provides details on the retirement process and eligibility requirements.  To determine if you qualify to receive retirement benefits through your Benefit Administrator and/or to receive post-retirement benefits from OSU please check out the Retirement Eligibility Chart located on page 5.

Additional considerations:

For detailed information surrounding leave payouts please review Policy 6.27 – Paid Leave Policies. For notice period considerations, final leave requests and last day worked please review Policy 9.25 – Resignation or Voluntary Termination. For questions please contact Erica Jonak at jonak.3@osu.edu or Kelly Rose at rose.900@osu.edu

Stay connected after retirement:

The Ohio State University Retirees Association offers an opportunity to stay connected to the university and your former colleagues after retirement. OSURA provides many services for retirees, including a variety of educational, cultural, social, and informational and travel programs. The OSURA Benefits Committee is actively involved in monitoring retirement activities in STRS-Ohio, OPERS and state and federal legislation. You will receive a one-year complimentary membership when you retire. Contact: 292-2916 Read more: hr.osu.edu/osura

The Program 60 Association offers lectures, day trips, picnics, peer interaction, and much more to its members. Many members give back to the university by volunteering for various campus events. To learn more about how you can become a part of Program 60, or to have your information added to the Program 60 mailing list, visit http://odee.osu.edu/program-60, or contact Continuing Education at (614) 292-8860.

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University Staff Advisory Committee seeking applicants https://library.osu.edu/blogs/osulstaff/2016/02/03/university-staff-advisory-committee-seeking-applicants/ https://library.osu.edu/blogs/osulstaff/2016/02/03/university-staff-advisory-committee-seeking-applicants/#comments Wed, 03 Feb 2016 17:42:14 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4247 The University Staff Advisory Committee (USAC) seeks motivated staff to serve during the 2016-2019 term. Apply Monday (2/1)-Monday (2/29); application materials are available at usac.osu.edu/. Send completed applications to Thomas Hatch, USAC chair-elect, at hatch.32@osu.edu.
— > Contact: usac@osu.edu

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Color Our Collections! https://library.osu.edu/blogs/rarebooks/2016/02/03/color-our-collections/ https://library.osu.edu/blogs/rarebooks/2016/02/03/color-our-collections/#comments Wed, 03 Feb 2016 01:27:49 +0000 Lisa Iacobellis http://library.osu.edu/blogs/rarebooks/?p=548 How often have you eyed an attractive engraved frontispiece in an old book and thought to yourself that it might be fun to take some colored pencils or markers to it?  Of course we don’t permit such acts of vandalism in the Special Collections reading room!  Yet Special Collections around the world are inviting readers to “Color our Collections” this week by providing scans of selected works in black and white as “special” coloring books for adults, and encouraging artists to post the results on Twitter, with the hash tag #ColorOurCollections.  Today we offer to you a PDF of selected fantasy fireplace designs dreamed up by the 18th century artist, Piranesi, from the huge volume opened below (we faded them out a bit though, so that your beautiful colors shine through): https://library.osu.edu/downloads/rarebooks/images/PiranesiColoringPages-OSU_Special_Collections.pdf

Check back tomorrow to see what else we’ve got for you!

Piranesi frontispiece


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Articles of Interest: July-December 2015 https://library.osu.edu/blogs/copyright/2016/02/01/articles-of-interest-july-december-2015/ https://library.osu.edu/blogs/copyright/2016/02/01/articles-of-interest-july-december-2015/#comments Mon, 01 Feb 2016 19:44:18 +0000 Maria Scheid http://library.osu.edu/blogs/copyright/?p=987 This post highlights articles published in the second half of 2015 with a focus on copyright, especially as it pertains to libraries, higher education, and scholarly communication. Links to the full-text articles are provided when available; [OSU full-text] links will connect authenticated users through The Ohio State University Libraries, while [OA full-text] links point to an open access version of the article that should be available to all users.

Did we miss an interesting article? Please share the citation in the comments!


Datig, I., & Russell, B. (2015). “The fruits of intellectual labor”: International student views of intellectual property. College & Research Libraries76(6), 811-830 [OA full text] [OSU full text]

Franklin, T. (2015). Copyright and fair use in the digital age. EContent38(7), 8-10. [OSU full-text]

Gordon-Murnane, L. (2015). Copyright tools for a digitized, collaborative culture. Online Searcher39(6), 28-52. [OSU full-text]

Muriel-Torrado, E., & Fernández-Molina, J. (2015). Creation and use of intellectual works in the academic environment: Students’ knowledge about copyright and copyleft. Journal of Academic Librarianship41(4), 441-448. [OSU full-text] ­­­­

Owen, L. (2015). Fair dealing: A concept in UK copyright law. Learned Publishing28(3), 229-231. doi:10.1087/20150309 [OSU full-text]

Shan, L. (2015). Conditional access to music: Reducing copyright infringement without restricting cloud sharing. International Journal of Law & Information Technology23(3), 235-260. doi:10.1093/ijlit/eav008 [OA full-text]

Smith, D. (2015). Finding parents for orphan works: Using genealogical methods to locate heirs for obtaining copyright permissions. Journal of Academic Librarianship41(3), 280-284. [OSU full-text]


Christou, C. (2015). Mass digitization and copyright. Information Today32(10), Cover-29. (Periodical) [OSU full-text]

Kawooya, D. k., Veverka, A. a., & Lipinski, T. t. (2015). The copyright librarian: A study of advertising trends for the period 2006–2013. Journal of Academic Librarianship41(3), 341-349. [OSU full-text]

Riley-Reid, T. D. (2015). The hidden cost of digitization – things to consider. Collection Building, 34(3), 89-93. doi:10.1108/CB-01-2015-0001 [OSU full-text]

Schmidt, L., & English, M. (2015). Copyright instruction in LIS programs: Report of a survey of standards in the U.S.A. Journal of Academic Librarianship41(6), 736-743. doi:10.1016/j.acalib.2015.08.004 [OSU full-text]

Wang, Y., & Yang, X. (2015). Libraries’ positions on copyright: A comparative analysis between Japan and China. Journal of Librarianship & Information Science47(3), 216-225. [OSU full-text]/[OA full-text]

Publishing & Scholarly Communication

Quinn, M. M. (2015). Open access in scholarly publishing: Embracing principles and avoiding pitfalls. Serials Librarian69(1), 58-69. [OSU full-text]

Sims, N. (2015). It’s all the same to me! Copyright, contracts, and publisher self-archiving policies. College & Research Libraries News76(11), 578-581. [OA full-text] / [OSU full-text]

Wassom, B. (2015). Navigating the rights and risks in social reading. Publishing Research Quarterly31(3), 215-219. doi:10.1007/s12109-015-9415-6 [OSU full-text]

Wilson, V. v. (2015). The open access conundrum. Evidence Based Library & Information Practice10(3), 116-118. [OSU full text] (From recurring Research in Practice column)

Legislation & Policy Developments

Christou, C. (2015). Copyright independence. Information Today32(7), 1-25. [OSU full-text]

Epperson, B. (2015). Copyright & fair use. ARSC Journal46(2), 293-300. [OSU full-text] (Recurring column in non-traditional academic journal)

Stannard, E. (2015). A copyright snapshot: The impact of new copyright legislation on information professionals. Legal Information Management15(4), 233-239. [OSU full text]


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

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Jaggars assumes post of Vice Provost and Director of University Libraries https://library.osu.edu/blogs/osulstaff/2016/01/30/jaggars-assumes-post-of-vice-provost-and-director-of-university-libraries/ https://library.osu.edu/blogs/osulstaff/2016/01/30/jaggars-assumes-post-of-vice-provost-and-director-of-university-libraries/#comments Sat, 30 Jan 2016 20:33:49 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4243 Damon E. Jaggars is the new vice provost and director of University Libraries .  He assumed the post on February 1, 2016.


Damon E. Jaggars

As head of University Libraries, Jaggars will lead the highly ranked Ohio State library system, which was ranked #6 among the top public university libraries in the American Library Association’s (ARL) Expenditure Index, released last summer.

The University Libraries includes locations on central campus, nine special collections, and libraries at Ohio State’s campuses in Lima, Mansfield, Marion, Newark and Wooster.

Jaggars was interim vice provost and university librarian at Columbia and has significant, successful leadership experience supporting the evolving academic enterprise in the libraries both at Columbia and another top-tier research-intensive university, the University of Texas (UT) at Austin. His administrative work has included service planning, collection development and management, facilities planning and design, budgetary management and human resources.

Jaggars’ work has been published in peer-reviewed journals and conference proceedings; and his national editorial service includes board membership for portal: Libraries & the Academy, co-editorship of a special issue of Evidence Based Library and Information Practice and a stint as editor-in chief of the Journal of Library Administration. In addition, his professional service includes various leadership roles for the American Library Association, the Association of College and Research Libraries and the Taiga Forum. He also contributed wide-ranging university-wide service at both Columbia and UT.

Jaggars earned his bachelor’s degree in philosophy from the University of California at Davis and his master’s degree in Library and Information Science from the University of Illinois at Urbana-Champaign. In addition, he served as an Association of Research Libraries Research Library Leadership Fellow and completed the Association of College and Research Libraries (ACRL)/Harvard Leadership Institute’s program.

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ARC Library Offering Avery Index Workshops https://library.osu.edu/blogs/architecture/2016/01/29/arc-library-offering-avery-index-workshops/ https://library.osu.edu/blogs/architecture/2016/01/29/arc-library-offering-avery-index-workshops/#comments Fri, 29 Jan 2016 14:05:29 +0000 deavers.4@osu.edu http://library.osu.edu/blogs/architecture/?p=1484 The Architecture Library will be offering walk-in Avery Index help sessions!

These walk-in sessions are focused on using Avery more effectively.

Come to the Information Desk on February 1 or February 10 at 10a to participate.

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Escaped slave becomes beloved figure at OSU https://library.osu.edu/blogs/archives/2016/01/29/escaped-slave-becomes-beloved-figure-at-osu/ https://library.osu.edu/blogs/archives/2016/01/29/escaped-slave-becomes-beloved-figure-at-osu/#comments Fri, 29 Jan 2016 13:43:14 +0000 mares.12@osu.edu http://library.osu.edu/blogs/archives/?p=5194 An escaped slave of Andrew Jackson became a beloved figure of the early university.

Washington Townsend worked at The Ohio State University for about 20 years first as a groundskeeper and then as janitor of Orton Hall, which housed the main library at the time. Townsend was once a slave at the Hermitage, a property of Andrew Jackson’s. He escaped slavery by reaching Ohio in 1860.

1895 Orton Hall exterior

1895 Orton Hall

Townsend came to the University in 1885 and worked until his death in 1904. He is most remembered as having a genuine character and positive attitude. His impact on the early University community is demonstrated by tributes of both faculty and students.

According to the Alumni Magazine, Townsend’s character and service was so well known and highly esteemed by President Edward Orton that Orton’s son, Edward Orton Jr., set up a pension plan for Townsend and paid for a plot of land in the Green Lawn Cemetery when Townsend died. Townsend’s gravestone marker has a tribute to his life written by Orton Jr.

The students felt similarly that his service and presence at the University made it a better place. They mention going out of their way to pass by Townsend to say good morning and even memorialized him in the yearbook.

Washington Townsend's Grave

Washington Townsend’s Grave

Editors of the early Makio would write plays or other literary pieces about their experience at Ohio State. In the 1897 Makio the editors wrote a poem about Townsend’s origins, loyalty to Ohio State and good cheer. They end the poem with the stanza:

Then here’s a toast to you old man.
May many years be thine,
is the wish of all your student friends
and the editors benign.

We learn from the Lantern that Washington Townsend suffered a stroke a couple years before he died. When he died on Christmas Eve 1904, several articles recognized the impression he made on campus. The reporters further said that all their names would be forgotten, but the kind words and faithful service of Washington Townsend would be preserved.

For the complete version of the student poem, view the 1897 Makio.


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Kim Armstrong Named New CLI Director https://library.osu.edu/blogs/osulstaff/2016/01/27/kim-armstrong-named-new-cli-director/ https://library.osu.edu/blogs/osulstaff/2016/01/27/kim-armstrong-named-new-cli-director/#comments Wed, 27 Jan 2016 17:54:17 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4238 The CIC is very pleased to announce that Kimberly Armstrong will serve as the Director of the CIC Center for Library Initiatives, effective March 1, 2016. Working with CIC Library Directors, Kim will manage one of the most distinctive library collaborations in the country, overseeing $30 million in licensing, the development of a 250,000 volume storage facility, and a growing digital collection of seven million volumes.

nn5Kim holds a bachelor’s degree in music education from the University of North Carolina at Chapel Hill, a master’s degree in music from Appalachian State University, and an M.S. in Library Science from the University of Illinois at Urbana-Champaign. Kim has more than twenty years’ experience working in academic libraries and consortia, the most recent eight years as Deputy Director at the CIC Center for Library Initiatives, where she was a 2015 University of Illinois’ Chancellor’s Academic Professional Excellence Award winner. Kim has led and managed collections, licensing and public service units and programs, and is a frequent speaker and writer on open access, scholarly communication, and large-scale collaboration.

Kim steps into the Director position succeeding Mark Sandler, who is retiring February 29 after more than nine years of excellent service to the CIC.

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One last “From the Director” https://library.osu.edu/blogs/osulstaff/2016/01/27/one-last-from-the-director/ https://library.osu.edu/blogs/osulstaff/2016/01/27/one-last-from-the-director/#comments Wed, 27 Jan 2016 17:52:16 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4235 Job # 140259 Libraries Executive Staff, Carol Diedrichs Thompson Library JUN_18-2014 Photo by Jo McCulty The Ohio State University

Departing Vice Provost and Director of Libraries Carol Pitts Diedrichs offers her final blog post on Monday,   January 25. Carol reflects on all the things for which she is grateful.

Watch for the link on Monday.

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Meet Damon Jaggars https://library.osu.edu/blogs/osulstaff/2016/01/27/meet-damon-jaggars/ https://library.osu.edu/blogs/osulstaff/2016/01/27/meet-damon-jaggars/#comments Wed, 27 Jan 2016 17:50:39 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4233 JaggarsLibraries’ faculty and staff are invited to meet new Vice Provost and Director of Libraries Damon Jaggars at one of two informal welcoming receptions in February.

  • Wednesday, February 3, 3-4:30 p.m., Thompson, 11th floor
  • Thursday, February 4, 3-4:30 p.m., Library Tech Center, Room 122
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IFLA Volunteer Opportunities: Deadline of Friday, January 29 for applications https://library.osu.edu/blogs/osulstaff/2016/01/27/ifla-volunteer-opportunities-deadline-of-friday-january-29-for-applications/ https://library.osu.edu/blogs/osulstaff/2016/01/27/ifla-volunteer-opportunities-deadline-of-friday-january-29-for-applications/#comments Wed, 27 Jan 2016 17:49:43 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4230 nn2We have had a very strong response to our call for volunteers to serve at this summer’s IFLA World Library & Information Congress here in Columbus.  And, because of that response, we will close the application process for volunteers at 5 p.m. on Friday, January 29.


If you have interest in serving as a volunteer, please visit the application web site at https://library.osu.edu/news/ifla-volunteers/ before that January 29th deadline.

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Library ID Badge Replacement https://library.osu.edu/blogs/osulstaff/2016/01/27/library-id-badge-replacement/ https://library.osu.edu/blogs/osulstaff/2016/01/27/library-id-badge-replacement/#comments Wed, 27 Jan 2016 17:47:49 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4228 Is your library ID badge worn, cracked, or faded? You can take it to the BuckID office in the Ohio Union to have it replaced. No appointment is necessary and there is no charge if you turn in the old badge. Be sure to also take your BuckID with you. For more information on the BuckID office, go to https://www.buckid.osu.edu/.

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Register programs and activities with minor participants https://library.osu.edu/blogs/osulstaff/2016/01/27/register-programs-and-activities-with-minor-participants/ https://library.osu.edu/blogs/osulstaff/2016/01/27/register-programs-and-activities-with-minor-participants/#comments Wed, 27 Jan 2016 17:47:20 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4226 Ohio State’s Activities and Programs with Minor Participants policy promotes the safety and well-being of minors entrusted to the university’s care. The policy requires annual registration of programs that involve minor participants. Registration for summer programs is now available.
— > Contact: minorspolicy@osu.edu
— > Read more: hrtech.osu.edu/minors

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Training: Getting Started with Cloud Storage (BuckeyeBox) https://library.osu.edu/blogs/it/training-getting-started-with-cloud-storage-buckeyebox/ https://library.osu.edu/blogs/it/training-getting-started-with-cloud-storage-buckeyebox/#comments Tue, 26 Jan 2016 22:42:11 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3745 Wed, 1/27/2016 | 1:00 PM – 2:00 PM | Derby Hall  029


1. Learn the basics of what cloud storage is and best uses for Buckeye Box.

2. Understand privacy and security policies and best practice.

3. Master navigation and tools for both desktop and mobile app.

4. Receive an overview of project collaboration strengths and tools in cloud storage with examples (live meeting notes, document drafts (stacked), document sharing, publishing, and student dissemination).

Whether working on a team project, backing up files, housing folders in a space wehre they can be publicly linked, or collaborating across courses and groups, Ohio State’s unlimited cloud storage service is available to all faculty, students, and staff at no cost. Learn about this valuable tool, its best uses and applicability to your work, and become versed about navigating it across both the browser and app access.

Training will run from 1:00 – 2:00 PM, with staff available for questions afterward.

Attendees are asked to sign up for Buckeye Box before the workshop. Learn more here. 

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Commentary on “No Más Bebés” https://library.osu.edu/blogs/mujerestalk/2016/01/26/commentary-on-no-mas-bebes/ https://library.osu.edu/blogs/mujerestalk/2016/01/26/commentary-on-no-mas-bebes/#comments Tue, 26 Jan 2016 14:21:49 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3403 Photo of Madrigal plaintiffs at world premiere of No Mas Bebes in June, Getty Images. Picture provided by author.

Photo of Madrigal plaintiffs at the world premiere of No Mas Bebes in June, Getty Images. Picture provided by author.

Elena R. Gutiérrez

On February 1, 2016 PBS’ “Independent Lens” will air the critically-acclaimed documentary, No Más Bebés (No More Babies), which details the forced sterilization of Mexican-origin women at Los Angeles County Medical Center (LACMC) in the 1970s (check local channels for listings). Narrated through the recollections of patients, doctors, lawyers, activists and others directly involved, the film focuses upon the case of Madrigal v. Quilligan, the lawsuit filed by 10 forcibly-sterilized women against LACMA, Los Angeles County, the State of California, and the United States Department of Health, Education and Welfare for violating their right to procreate. Beyond detailing the events that occurred in the hospital birthing ward and courtroom, director/producer Renee Tajima-Peña and producer Virginia Espino take us into the streets and homes of Los Angeles, where they were also born and raised. Through on-camera testimonies from several of the women who are breaking their silence on the topic for the first time since the lawsuit, the film shows us the current realities and ruminations of the plaintiffs and their families, as well as the physician defendants and their legal teams.

It is the portrait of who are now known as the #Madrigal10 that offers the film’s most powerful contribution to our understanding of this painful, yet important, part of US history. Often characterized as poor, uneducated and powerless victims within early reproductive rights scholarship, No Más Bebés show the plaintiffs represented in the suit once again speaking out about the abuse they endured, and demanding answers to the question “why?” In recalling their experiences, the women directly dispel stereotypes of them as quiet, suffering victims who could not communicate. Instead, the viewers see them as committed, thoughtful and often humorous individuals who have insightful analyses of the events in the hospital and courtroom that impacted their lives and families so deeply. Premiering on the heels of the 43rd anniversary of Roe v. Wade, upon which their suit was based, No Más Bebés elevates the voices of the plaintiffs involved in the Madrigal trial to finally tell a national audience, in their own words, why reproductive justice necessitates to engage with so much more than legal access to abortion. Moreover, the film reminds us that women of Mexican descent have been on the forefront of struggles for the right to have children since before the term “reproductive justice” was coined.

As one of several significant episodes of sterilization abuse of Latinas in the United States, the events that occurred at LACMC are now well-documented in the academic record (Velez 1980, Espino 2000, Gutiérrez 2008, Stern 2015). Scholars in various disciplines (anthropology, history, sociology) have found that the sterilization abuse that occurred at LACMA was influenced by racial, class and gender bias. Doctors or other hospital personnel would often approach patients of Mexican-origin when they were at their most vulnerable; namely, in the midst of giving birth. Further, these doctors used coercive measures (lying, scare tactics, physical force) to get women to agree to sterilization.

Despite the fact that birthing women of Mexican descent are at the center of these events, beyond drawing from their trial testimonies and media accounts, academic scholarship has never captured the experiences of the plaintiffs who participated in the Madrigal case. In my own efforts, I was only able to locate the son of one of the women involved. A crucial part of the story that No Más Bebés portrays well is the plaintiffs’ own recollections of the events that took place. All of the women who we meet in the film share that they, themselves, believed that they were sterilized specifically because they were Latina and poor. They also share how it felt to participate in a lawsuit where the odds were clearly stacked against them because of racial and class discrimination. Despite the court’s decision on the side of the defendant doctors, a legislative decision was made ordering new protocols relative to sterilization consent forms that were written in a patient’s language and at a 6th grade reading level. A 72-hour waiting period between the consent signature and the procedure was also put into place, to help ensure that no coercion on the part of medical professionals would occur. Resulting from the testimonies of the #Madrigal10, together with the efforts of Chicana advocates, consent procedures were established that remain in place to this day.

No Más Bebés also shows that socially grounded attitudes relating to ethnicity and gender can play a role in the provision of reproductive health care services; a message that is important for us to hear today. In my own research I show that the abusive practices that occurred at LACMC were not only shaped by debates on population control, but also by concerns about increased immigration from Mexico and the stereotype that Mexican women gave birth to too many children. Through tracing newspaper articles, organizational records and scholarly research in Fertile Matters: The Politics of Mexican-origin Women’s Reproduction, I show how these “stereotypes” about Mexican immigrant women being hyper-fertile and “having too many children” are deeply-rooted beliefs that are part and parcel of institutionalized racism and were perpetuated by the media, social science, and immigration control activists throughout the 20th century carrying into the 21st century. Beyond representations of the perpetually “pregnant pilgrim” who came to the United States purposefully to have children born on US soil so that that they could become American citizens (an idea perpetuated in both Mexican news media and popular culture), “hyperfertility” as a social construct became significantly entrenched in academia, and has thus gained legitimacy in both scholarly research and policy response. I argue that this context and the general public perception that Latina women are significantly more “fertile” than women of other races and ethnicities influenced medical practitioners’ behaviors.

A growing amount of research shows that fear about discrimination in public hospitals prevents immigrant women from seeking care. Last September, a Houston mother faced deportation after being arrested during a visit to the gynecologist’s office. Fantasies and fears of the “anchor baby” have now been institutionalized and incorporated into our national lexicon. Thus, while times have changed, these ideologies continue to persist. It is precisely because of enduring stereotypes of Mexican origin women’s hyperfertility, that we must listen carefully to the lessons that the #Madrigal10 recount, and use them to link historical events to contemporary struggles for reproductive justice within Latina/o communities.

Virginia Espino, “‘Woman Sterilized As Gives Birth’: Forced Sterilization and Chicana Resistance in the 1970s” in Vicki L. Ruiz ed. Las Obreras: Chicana Politics of Work and Family (Los Angeles: UCLA Chicano Studies Research Center Publications, 2000), 65-82.
Alyshia Galvez, Patient Citizens, Immigrant Mothers: Mexican Women, Public Prenatal Care and the Birth Weight Paradox (New Brunswick: Rutgers University Press, 2011).

Elena R. Gutiérrez, Fertile Matters: The Politics of Mexican-origin Women’s Reproduction (Austin: University of Texas Press, 2008).

Alexandra Stern, Eugenic Nation: Faults and Frontiers of Better Breeding in America, second edition (University of California Press, 2015)

Carlos Velez, “’Se Me Acabo La Cancion’: An Ethnography of Non-Consenting Sterilizations among Mexican Women in Los Angeles,” in Mexican Women in the United States: Struggles Pas and Present, ed. Magdalena Mora and Adelaida Del Castillo, 71-91 (Los Angeles: Chicano Studies Research Center, University of California, Los Angeles, 1980).

Further Resources:
To plan a viewing party: https://www.facebook.com/events/427368670794212/

Elena R. Gutierrez is an Associate Professor of Gender and Women’s Studies and Latin American and Latino Studies at the University of Illinois, Chicago.  She is also co-author of Undivided Rights: Women of Color Organizing for Reproductive Justice, which will be reprinted by Haymarket Press in April and director of the Reproductive Justice Virtual Library https://www.law.berkeley.edu/centers/center-on-reproductive-rights-and-justice/crrj-reproductive-justice-virtual-library/.

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From the Director – January 25, 2016 – A Fond Farewell https://library.osu.edu/blogs/osulstaff/2016/01/25/from-the-director-january-25-2016-a-fond-farewell/ https://library.osu.edu/blogs/osulstaff/2016/01/25/from-the-director-january-25-2016-a-fond-farewell/#comments Mon, 25 Jan 2016 12:00:34 +0000 batts.8@osu.edu http://library.osu.edu/blogs/osulstaff/?p=4211 As this part of my professional career draws to a close, I find myself reflecting often about all the things for which I am grateful.   So, let me start with my professional life:

  • The institutions in which I have worked

Earlier this fall, I was talking with a colleague at another university who was making a decision about a job offer. It reminded me again of how lucky I have been to work at 3 universities that are well run, civil, and productive places. I’m grateful for those productive work environments – on campus and in the library – that I experienced at the University of Houston, the University of Kentucky and, of course, here at The Ohio State University. And I am always grateful for the robust and committed support of our donors, particularly those who love our libraries and support us in a variety of ways both financial and with their time.

  • Good leadership examples

Part and parcel of those great institutions has been the leaders with whom I have worked.   For the most part, I have been blessed to work with leaders I respected and admired. I doubt I would be the leader I have become without their examples. As I have moved up into higher administration, my appreciation has only deepened for the tough challenges and decisions they face each day. And in each of them, I have seen the way that their values drive how they conduct their work, each day trying to make the best decisions they can. I have aspired to conduct my own administrative career in a way that was consistent with the deep values with which I was raised. Thank you to my bosses: Bill Studer, Bill Crowe, Joe Branin, Mike Nietzel, Joe Alutto, Joe Steinmetz and now my boss of 2 weeks, Bruce McPheron. And I tip my hat to my vice provost/vice president colleagues in OAA – you are the best.

  • Mentors

Some of those leaders have become close mentors for me. I could fill this afternoon with examples of the good advice and wisdom I have gained from Dana Rooks. I know that many of us talk about our parents “talking” in our heads long after they have left this world (even right now my mother is asking me if I have written my thank you notes and whether I should be refreshing my lipstick). But my mentors also talk in my head on a regular basis. Yes, Dana, sometimes I don’t even have to call you for advice, because I already know what you’re going to tell me to do.

I also want to thank Mike Nietzel who was Provost at Kentucky when I was hired. Mike gave me my first chance to lead an ARL library. Mike had a clear strategy about hiring his deans. Having been trained at a Big Ten institution himself, he sought out associate deans from the Big Ten and hired them for their first dean’s position. But each of those decisions was a calculated risk. I am grateful that he gave me that opportunity and supported my early learning curve. Please do not ask Terry Birdwhistell for a list of my rookie mistakes. And my going to Kentucky was an extraordinary experience for me and prepared me to be able to return to Ohio State to take up my dream job.

  • An administrative team to die for

Coming back to OSU as Director of University Libraries in January 2010 was a dream come true. I knew I was coming back to a healthy organization with a newly renovated Thompson Library. I knew that the existing administrative team included talented individuals such as Rai Goerler, Sally Rogers and Jim Bracken. But early in 2010, I realized that those individuals all had other plans – either to retire or to take another position (I’m pretty sure that wasn’t because I was coming back).

But, that loss of talent was also an opportunity to redesign the organizational structure of the OSU Libraries and to recruit 5 new associate directors. Unquestionably, the key to success is all about the team you work with. I could never have imagined what a gift those individuals would be to me each and every day.   Alison, Beth, Karla, Lisa and Lisa are a magnificent team on whom I rely. And yes, then the wonderful Quanetta came on board as my executive assistant. I’m not sure what I am going to do without her! Each of these individuals amazes me with their intelligence, wisdom, enthusiasm, productivity and optimism. And they are simply fun to work with.

  • The professional colleagues – staff and faculty alike – with whom I have worked

When I made the decision to come to OSU in 1987, I saw it as an appropriate next step in my career.   I had been a librarian for 6+ years and had a budding professional service profile in ALA. Like many of you I arrived as an untenured librarian working to achieve tenure. I began a publishing career, made my name in technical services and collections work, and eventually rose to the rank of Professor. I had amazing experiences at OSU including being in on the ground floor of the foundation of OhioLINK.   Perhaps even more importantly to me personally, I built a set of professional friends around the country with whom I am quite close. I’m honored that a few of those individuals were able to join us today.

But I thought when I came to OSU, I would work here for 3 to 4 years and then move back to the south. After all, my family thought I was crazy to be moving north to work with a bunch of Yankees. I remember my colleague, Gay Dannelly saying to me that “I might be surprised at how Ohio State gets into your blood.” Indeed, I fell in love with Ohio State and I feel in love, but more about that a bit later.

I cannot begin to express how grateful I am to each member of our library faculty and staff as well as those who have retired or moved on to new positions. You simply do great work to support our students, faculty and staff.   Often in my consulting work, I am amazed at some of the situations I find. I always come home to OSU thankful for your hard work, civility, enthusiasm and willingness to take risks and embrace change.

My success at work is founded on a bedrock of values including the balanced life example I learned from my husband, Frank. I’ve learned how to work hard and play hard.

  • My parents – Mae Nell and Leland Pitts

My parents, Mae Nell and Leland Pitts created a home life rich in love, values and fun. In particular for a female of my generation, having parents who believed that you could do and accomplish anything you set your mind to was an extraordinary gift.

My mother’s friends often told the story about her showing them a copy of the journal that I edited for 13 years. She would point to my name on the cover and say “I don’t understand what it says inside this magazine, but that’s my daughter’s name on the front.” That about sums it up – unwavering support and unconditional love. While I’m convinced that they weren’t always entirely sure what my work life entailed, they were very proud of me. One of my fondest memories and my favorite picture is the one of her with me at my 2003 professorial lecture.

  • My family and friends in Cincinnati

A big part of that balanced life I have is 20 years of life commuting to Cincinnati for the weekend. I have often characterized my life as 4 days of high level professional career and three days of country club wife. When I married Frank, I also gained 5 siblings and two stepchildren; my Diedrichs family is an extraordinary gift to me.   I am very thankful for Celene, Eric and Evan who live in Sarasota, Florida. Evan is the first grandchild who will be 16 in January. My only suggestion to you is not to play bridge with him as he plays competitive youth bridge at a level that is a bit intimidating. My stepson Josh and his wife Lisa have just given us our newest grandchild, Jack, to join his precious 19 month old sister, Kate.

My Cincinnati life also includes the joys of being married to a native Cincinnatian and a wonderful group of friends and golf partners. I’m really grateful that a number of them made the trip to Columbus for my retirement reception.

  • My husband, Frank

Of course, I have left the best for last. My husband, best golf partner, and best friend, Frank.   I’m not sure when we first met that Frank could even have imagined that he would marry a liberal academic much less one who would not live with him full-time for 20+ years. But, that’s just the point – he might not have imagined it, but he also “really gets me”. He knew the importance of my career to me and understood that we could find a way to have both a rich personal life as well as a robust career. He’s a great sounding board and wise counselor. And, he does all the grocery shopping and cooking in our family. I could not have done it without him.

He is, of course, responsible for my golf addiction introducing me to the game when we met. He often tells the story that he wasn’t sure that I would ever break 100 when I first started to play. But, that was before he knew about my very competitive nature. One of my retirement goals is to break 80. And just in case you’re wondering, I got the first hole in one in the family too!

Hole in ones are wonderful as well as low 18 hole scores, but the happiest moments in golf have nothing to do with ball-striking. This quote from Irishman Dermot Desmond captures the true happiness in golf for me:

“There are three joys in golf:

  • How you play
  • Where you play and
  • Whom you play with.

And the first two are overrated.”

Since I announced my plan to retire, people often comment that I’m too young to retire. But I would remind you that I was a department head in an ARL Library at the young age of 24 – as a result, I’ve been a library administrator for 33 years. The last time I saw our dear friend, Susan McNamara, before she died, she reminded me that I had done my life’s work, and that moving on to a new stage was a bold and appropriate next step. As she so often was, Susan was spot on. I’ve lived one of Teddy Roosevelt’s beliefs: “Far and away the best prize that life offers is the chance to work hard at work worth doing.”

I’ve had an amazing time for the past 13 years as a library dean, but I want there to be a bridge between working and retiring that for me is just less intense. I want some evenings back, some weekends back, and not to have to be responsible for 250 people. I will continue to work professionally particularly as a consultant with my partner, Lisa German, but taking only those jobs that interest me and allow me to indulge all the other passions in my life – golf of course, cycling, bridge, musical theater, tennis, needlepoint, reading and most importantly, to be able to live full time with my husband for the first time in our 20 year marriage.

The Jason Mraz song, Lucky, probably sums it up best for me:

Lucky I’m in love with my best friend

Lucky to have been where I have been

Lucky to be coming home again

Thank you so much for all the notes, emails, cards and kind words that you have sent to me over these last days. It means a great deal to me. The University has hired a great new leader in Damon Jaggars and I welcome the chance as Professor Emeritus to watch all the wonderful new things he will do as your leader.

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Access the January 2016 Issue: “Research Development and Grant Writing News” https://library.osu.edu/blogs/researchcommons/2016/01/22/january-2016-issue/ https://library.osu.edu/blogs/researchcommons/2016/01/22/january-2016-issue/#comments Fri, 22 Jan 2016 18:27:42 +0000 Jeff Agnoli http://library.osu.edu/blogs/researchcommons/?p=4453 Topics this month include:

  • Private Foundations that Fund Academic Research: A Quick Guide
  • Research Narrative Knowledge Base
  • In Brief: NIH New Strategic Plan (2016-2020)
  • Write Like You Are the Reviewer
  • Nexus of Food, Energy, and Water Systems
  • Agency News, Reports, and New Funding Opportunities, etc.

The Office of Research provides a campus-wide subscription to this excellent newsletter; access current and past issues at http://go.osu.edu/grantwritingnews (OSU login required). The writers and editors are experts in research/proposal development and the recommendations are especially helpful to those who are new to grant writing or want to enhance their grantsmanship skills.

Quick Hits

Science Policy in 2015: Year in Review by AIP Link
An NIH Grant Submission New Year’s Resolution Link
ORiGAMI – Graph Analytics for Medical Innovation Link
The GLOBE Project: A Worldwide Science and Education Program Link
2016 Global City Teams Challenge Link
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In memoriam: Bugno, Clarke and Edse had lasting legacies at OSU https://library.osu.edu/blogs/archives/2016/01/22/in-memoriam-bugno-clarke-and-edse-had-lasting-legacies-at-osu/ https://library.osu.edu/blogs/archives/2016/01/22/in-memoriam-bugno-clarke-and-edse-had-lasting-legacies-at-osu/#comments Fri, 22 Jan 2016 13:06:41 +0000 mares.12@osu.edu http://library.osu.edu/blogs/archives/?p=5181 We’d like to tell you about three former OSU staff members whose recent deaths remind us of their significant impact the campus community:

Ray Bugno, who died January 6 at the age of 94, was deputy director of the OSU Research Foundation for 38 years, from 1949 to his retirement in 1987. But Bugno was on campus long before he started working at OSURF. His family rented a house on

Raymond S. Bugno, 1987

Raymond S. Bugno, 1987

Woodruff Avenue (where the Fisher College of Business stands now) from former Athletics facilities manager Tony Aquila, who had hired Ray’s father in 1926 to work for him.

In 1936, Bugno started working during the summers for the University, when he was a teenager, and his first full-time job was in Stores and Receiving, in 1940. He worked there until 1943 when he entered military service. When he returned from World War II, he became a student, and he earned his bachelor’s degree from the College of Commerce in September 1949.

That same year, in November, the Research Foundation needed someone to create a new inventory system to meet the requirements of government contracts. Having such experience at Stores, Bugno applied and got the job. Bugno spent more than half of his OSURF career as deputy director of the Sponsored Programs Administration where he was responsible for project administration, accounting, purchasing and reprographics. One of his most important roles was as National Security Officer for OSURF, a job in which he helped faculty gain national security classification for federal research projects.

In 1988, Bugno received the University’s Distinguished Service Award for a career of outstanding service to the OSU community.


John J. Clarke, who died last August at the age of 90, served as a journalism professor at the University for 19 years, from 1967 to

John Clarke, 1968

John Clarke, 1968

1986. During that time, he served as advisor to The Lantern, where he implemented a computer system to make the daily production of the newspaper much faster and more precise. He also established a program through the journalism department for young editors to place them in internships in newsrooms all over the country.

Journalism Students using UDT's, July 1980

Journalism students using VDTs, 1980

First, though, Clarke had a distinguished newspaper career. After receiving a master’s degree in journalism from Columbia University, Clarke worked as a reporter for the Providence, R.I., Journal-Bulletin. There, he was part of a team that won a Pulitzer Prize in 1952 for local news reporting for its coverage of a bank robbery in which a police officer was killed. Afterwards, Clarke worked for the Scranton, Pa., Times until he was hired at OSU in 1967 to teach journalism, particularly editing, and serve as advisor to The Lantern.

While at OSU and after his retirement, Clarke directed a copy editing internship program for the

Dow Jones Newspaper Fund, from 1970 to 1991. Journalism students from around the country would be invited to OSU during the summer for an intensive, two-week instruction program in editing. They then would be placed in professional newsrooms throughout the U.S.  Former participants went on to careers at such prominent newspapers as The Los Angeles Times, The Boston Globe and The Miami Herald.

Clarke retired from OSU in 1986, the same year he received the Distinguished Teaching in Journalism Award from the Society of Professional Journalists.


Ilsedore Edse, who died in December at the age of 97, was a German professor for 22 years, from 1956 to her retirement in 1988.

1956 Ilsedore Maria Edse, Instructor, German, B.Sc. Osu 1952, M.A. OSU 1954

Ilsedore Maria Edse, 1956

During that time, Edse not only taught German to campus students, but educated people on German language and culture through roughly a quarter-century of radio and television broadcasts.

Raised in Koblenz, Germany, Edse came to the U.S. in 1946 with her husband, Rudolph, who had been recruited to work on the American space program. Her husband eventually became director of OSU’s rocket research laboratory in the Department of Aeronautical Engineering.

Edse's Award, April 1980

Edse receives the Order of Merit of the Federal Republic of Germany, April 1980

Edse earned her bachelor’s, master’s and doctoral degree from OSU, and she began teaching German while she was working on her doctorate. It was during this time, in 1954, that she was asked by another professor to do a daily German instruction program on WOSU-AM. After the other professor stopped participating, Edse carried on alone. She later added a monthly radio program on German opera.  In 1957, Edse began her television career on WOSU-TV with a twice-monthly live program called “Die Deutsch Stunde” (“The German Hour”). In that half-hour program, Edse would teach the language through skits, satiation comedy and other visual means.

For her program, Edse received two Emmy Award nominations, and she received many accolades for her teaching and broadcasting. The most satisfying may have been from her native country: in 1980 West Germany awarded her its highest honor – the Bundesverdienstkreuz (Order of Merit of the Federal Republic of Germany) – for her distinguished contributions to intercultural understanding.

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One more time: Travel Training with Corporate Travel Planners https://library.osu.edu/blogs/osulstaff/2016/01/20/one-more-time-travel-training-with-corporate-travel-planners/ https://library.osu.edu/blogs/osulstaff/2016/01/20/one-more-time-travel-training-with-corporate-travel-planners/#comments Wed, 20 Jan 2016 17:44:58 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4220 Registration is now open for Travel Training with Corporate Travel Planners (CTP).

Travelers, travel arrangers and other interested parties should register to attend one of the four sessions being offered on either Thursday, January 28 or Friday, January 29. The training session lasts approximately 90 minutes.

Classroom space is limited and the registration deadline is one week prior to each scheduled session.

How to register using BuckeyeLearn:

1 – Access https://go.osu.edu/buckeyelearn
2 – Select “Browse Training”
3 – Review the list of courses and select “Travel Training with CTP”
4 – On the Training Details page scroll down to the information under “Sessions”
5 – Pick one of the four sessions under the “Available Sessions” heading that fits your schedule
6 – Select the course number and location linked text (e.g. 300-Location: SAS…) to activate next step
7 – Click the “Request” button on the Training Details page for your selection
8 – Note that the course has been added to your transcript and you are officially registered
9 – Look for an email calendar invite from BuckeyeLearn to arrive as a reminder to hold the session in your calendar

Additional information:

This training session is presented by the university’s Travel Office and Corporate Travel Planners (CTP). Sessions will include a step-by-step overview of processes, system demonstrations, industry recommendations, as well as discussion regarding upcoming initiatives for the University. The session will conclude with a brief question and answer portion.

If you are unable to attend, please return to “My Transcript” in BuckeyeLearn to withdraw from the session to allow registration for other participants.

For additional assistance, contact the Travel Office at travel@osu.edu or 614-292-9290.

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Dancing in the Streets: Carnival from Britain, Brazil, and Beyond new Thompson Gallery exhibit through April 24 https://library.osu.edu/blogs/osulstaff/2016/01/20/dancing-in-the-streets-carnival-from-britain-brazil-and-beyond-new-thompson-gallery-exhibit-through-april-24/ https://library.osu.edu/blogs/osulstaff/2016/01/20/dancing-in-the-streets-carnival-from-britain-brazil-and-beyond-new-thompson-gallery-exhibit-through-april-24/#comments Wed, 20 Jan 2016 17:44:07 +0000 Larry Allen http://library.osu.edu/blogs/osulstaff/?p=4217 nn1This exhibition is about the cultural expression of Carnival as developed by enslaved people who were transported from Africa. Carnival combines the Roman Catholic festival celebrated across Europe, the introduced by the colonizing Portuguese or French, with contemporary cultural mixing. In each case, this mixing significantly defines and tells the history of the country or specific city. This exhibit explores Carnival’s roots in slavery and emancipation, traditional characters that transmit the history of each festival, and the engagement of Carnival in socio-political issues. Visitors will see original Carnival costumes, photographs, artwork and videos of the dances as well as listen to samples of Carnival music.

This exhibit is curated by Nena CouchLesley Ferris, and Adela Ruth Tompsett with items from the collection of the Jerome Lawrence and Robert E. Lee Theatre Research Institute at The Ohio State University Libraries. (Photo:  Fire Goddess, Notting Hill Carnival, London, England, 2002.  Photograph by A.R. Tompsett)

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New iTunes U Course on Copyright https://library.osu.edu/blogs/copyright/2016/01/15/new-itunes-u-course-on-copyright/ https://library.osu.edu/blogs/copyright/2016/01/15/new-itunes-u-course-on-copyright/#comments Fri, 15 Jan 2016 17:10:03 +0000 Maria Scheid http://library.osu.edu/blogs/copyright/?p=975 Copyright can be a difficult area of the law to navigate for instructors and can at times serve as a barrier for instructors who are reluctant to include content in their courses or teaching materials for fear of infringement.  To help provide guidance in this area, we have created Copyright in the Classroom, a self-paced iTunes U course that introduces basic copyright concepts all instructors should know. Topics include fundamental principles of U.S. copyright law, rights reserved for instructors as content creators, and permissible use of copyrighted content in different teaching contexts.

At the completion of the course, participants should be able to utilize the resources and information provided to:

  • Recall the requirements for copyright protection;
  • Recognize the exclusive rights provided to a copyright owner;
  • Identify the copyright owner of a work;
  • Assess which statutory exceptions may permit an intended use of a copyrighted work;
  • Locate public domain and openly licensed works and summarize the conditions for the use of such works;
  • Evaluate whether an intended use may constitute fair use and explain the ways in which a fair use argument could be strengthened; and
  • Outline the process for seeking permission to use a copyrighted work.

To view a course description and subscribe (you’ll need to download iTunes), visit https://itunes.apple.com/us/course/copyright-in-the-classroom/id1071533208.


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

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Hub/Jira maintenance over the weekend https://library.osu.edu/blogs/it/hubjira-maintenance-over-the-weekend/ https://library.osu.edu/blogs/it/hubjira-maintenance-over-the-weekend/#comments Thu, 14 Jan 2016 17:54:31 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3690 We’ll be upgrading the software that powers our Service Desk in phases over the weekend. Please be aware that Hub/Jira could be intermittently unavailable during the following windows:
1/16 Saturday 10am-4pm
1/18 Monday 9-11pm
1/19 Tuesday 9-11pm

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Tax Information Phishing Schemes https://library.osu.edu/blogs/it/tax-information-phishing-schemes/ https://library.osu.edu/blogs/it/tax-information-phishing-schemes/#comments Thu, 14 Jan 2016 14:36:58 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3687 Sent on behalf of Chief Information Security Officer, Helen Patton

BEWARE: Tax Information Phishing Schemes

We are seeing an increase of phishing emails offering users attachments, links or instructions for downloading their W-2 form. These are fraudulent emails designed to steal your identity and Social Security number.

Tips for spotting a scam:
1. Verify the sender’s address.
2. Verify your email address is in the “to” field.
3. Poor spelling and grammar are red flags.
4. The message should never ask you for personal information. You don’t have to provide your Social Security number to get your W-2.
5. Be careful of links! Hover over links to check that the address matches what the link says or simply type the address of the website you want to visit in your browser yourself.

Your authentic Ohio State W-2 form will have the subject line: IMPORTANT TAX RETURN DOCUMENT AVAILABLE and will be available starting on Friday, January 15.

If you receive a suspicious email, please report it by sending it to report-phish@osu.edu. If you have questions about your W-2, please follow up with the Payroll Department at (614) 292-2311 Monday through Friday 8:00 AM – 5:00 PM.

For more information about phishing attacks, please visit https://ocio.osu.edu/itsecurity/buckeyesecure/phishing.

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New features in Sierra https://library.osu.edu/blogs/it/new-features-in-sierra/ https://library.osu.edu/blogs/it/new-features-in-sierra/#comments Tue, 12 Jan 2016 19:18:24 +0000 henley.77@osu.edu http://library.osu.edu/blogs/it/?p=3683 On December 17, 2015, we upgraded to Sierra 2.0 Service Pack 3. With that upgrade, we have been able to resolve some outstanding issues, as well as add some new features.

One of the most useful added features is the ability to search in Create Lists using relative dates. So, for example, say you want to periodically query for a list of new titles by subject matter or call number that were added in the last month.  Before, while you could save the query and use it again and again, you would have to manually change the date range each time. Now you don’t have to do that–because the relative date will automatically search by the range you define. Nifty.

Here is are the new relative date options and the keyboard shortcut that accompanies each one:

T (equals today)

  • Retrieves records whose specified DATE field is equal to the day on which the search is run.

Y (equals yesterday)

  • Retrieves records whose specified DATE field is equal to the day before the search is run.

V (within last week)

  • Retrieves records whose specified DATE field falls within the previous calendar week (Sunday – Saturday).

M (within last month)

  • Retrieves records whose specified DATE field falls within the previous calendar month.

A (is this many days ago)

  • Retrieves records whose specified DATE field is equal to the specified number of days before the date on which the search is run.

B (is this many weeks ago)

  • Retrieves records whose specified DATE field is equal to the specified number of weeks before the date on which the search is run.

C (is this many months ago)

  • Retrieves records whose specified DATE field is equal to the specified number of months before the date on which the search is run.


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“Dreaming of Utopia in a Pragmatic Present: Works by Julio Salgado and Jesús Iñíguez in Conversation with Muñoz’s Cruising Utopia” https://library.osu.edu/blogs/mujerestalk/2016/01/12/dreaming-of-utopia-in-a-pragmatic-present-works-by-julio-salgado-and-jesus-iniguez-in-conversation-with-munozs-cruising-utopia/ https://library.osu.edu/blogs/mujerestalk/2016/01/12/dreaming-of-utopia-in-a-pragmatic-present-works-by-julio-salgado-and-jesus-iniguez-in-conversation-with-munozs-cruising-utopia/#comments Tue, 12 Jan 2016 11:00:14 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3375 man holding placard in march that reads "LGBT families for immigration reform"

Gay Pride Parade, NYC, June 24, 2012. By Phil Davis on Flickr. CC BY-NC-SA 2.0

By Ryan King


In response to grassroots pressures and organizing by undocumented communities, various U.S. federal and state agencies are enacting new immigration policies for the first time in decades. Almost all of these recent policy changes are highly pragmatic and offer limited administrative relief.

Undocumented communities, organizations, and artists actively critique these limited forms of administrative relief. In this article, I look to how two undocumented artists, Jesús Iñíguez and Julio Salgado, demonstrate the pressing need for administrative relief while remaining critical of its troubling limitations. I situate Iñíguez’s and Salgado’s contributions with José Esteban Muñoz’s meditations on gay pragmatism and queerness as two binary approaches to politics. Muñoz offers important perspectives on dreaming, political action, and compromise. Throughout this article, I consider how Iñíguez and Salgado queer how Muñoz approaches the politics of gay pragmatism vs. queerness. Iñíguez and Salgado urge their viewers to consider what types of liberation are possible in the present moment and also highlight the need to push meanings of what can be considered possible in the present moment.

For context, let us consider two programs of administrative relief. The first program is Deferred Action for Childhood Arrivals (DACA), which has been administered by the U.S. Department of Homeland Security since June 2012. DACA provides temporary deportation deferral for undocumented residents who entered the country under the age of 16 and meet a lengthy list of additional criteria.[1] The second program is California Assembly Bill 60 (AB 60), which has been administered by the California Department of Motor Vehicles (DMV) since January 2015. AB 60 permits eligible undocumented residents in California to apply for driver licenses. Both of these programs provide important yet limited administrative relief for undocumented communities.[2] Neither of these programs provides a pathway to citizenship; they may be productively contrasted to attempts at broader (but still limited) legislation, such as the DREAM Act.[3]

I center my discussion on three works produced by Iñíguez and Salgado. These works visualize utopian dreaming, the pragmatic urgencies for administrative relief, and the difficulties that arise from participating in pragmatic politics from a critical standpoint. The three works are: Homoland Security, a digital drawing by Julio Salgado[4]; episode one of Undocumented and Awkward by Iñíguez and Salgado; and episode eleven of Osito, also a collaboration between Iñíguez and Salgado.

  1. Homoland Security by Julio Salgado

Homoland Security (see http://juliosalgadoart.bigcartel.com/) reshapes and re-imagines the presently-militarized U.S.-Mexico border. In this futuric border scene, programs like AB 60 and DACA are not necessary because this border privileges movement and aesthetic performances of queerness — important especially for Trans and Queer migrants of color whom are among the most marginalized by present border conditions.

As Muñoz writes, “The present is not enough […] The present must be known in relation to the alternative temporal and spatial maps provided by a perception of past and future affective worlds.”[5] The present temporal and spatial maps at the border are saturated with security and militarization, yet the absence of security culture in this drawing is striking. By depicting a border scene absent of security and militarization, Salgado takes to task Muñoz’s call that “the present is not enough” by re-imagining spatial and temporal maps in this utopic border scene. Importantly, Muñoz also links “homosexual pragmatism” with homonormativity.[6] In this drawing, Salgado rejects pragmatic immigration politics and homonormativity through the non-homonormative bodies he draws. The horizon is prominently displayed in this drawing, which can be read as a provocation to consider Muñoz’s conceptualization of “queerness as horizon.”[7]

“Homoland Security” works to represent the grassroots dreaming of undocumented and UndocuQueer, organizers, communities, and artists. This drawing is legible as a heuristic piece that reflects futuric politics which are grounded in a consciousness of the past and present; a politics that uses this consciousness to push what is possible in the present moment.

The following cultural production outlines how the day-to-day benefits of DACA and AB 60 complicate the refusal of these programs based on a political premise.

  1. “Episode 1” of Undocumented and Awkward by Julio Salgado and Jesús Iñiguez[8]

Undocumented and Awkward by Julio Salgado and Jesús Iñiguez is a comedic web series that examines how being undocumented creates uncomfortable, unsafe, and awkward moments.[9] This episode was produced in late 2011, about three years before AB 60 took effect.

Far from Homoland Security’s utopic border, the episode opens in a nondescript parking lot outside of a bar. Jesús is on the phone. It becomes clear that he is being stood up on a blind date because he could not enter the bar where they were supposed to meet (the bouncer did not accept his consular ID card as valid identification). The phone call ends when Jesús’ date cancels the date because Jesús could not enter the bar.

While Jesús is on the phone, an intoxicated couple passes in front of the camera on their way to the car. The couple communicates that they both have had too much to drink but will drive home anyway. In contrast to Jesús, the couple take for granted their privileged access to a state ID card. This scene points to the cultural, rather than simply pragmatic, need for administrative relief (such as AB 60) that would provide undocumented residents with reliable identification.

DACA and AB 60 open possibilities for Jesús to access the legitimate state ID card that he lacked in this episode. Administrative relief, a form of pragmatic politics, is a method of resolving everyday needs and desires. Importantly, Jesús rejects a normative, assimilationist desire to become like the intoxicated couple (what Muñoz characterizes pragmatic politics).[10] By maintaining that pragmatism does not inherently equate to normativity and assimilation, this episode of Undocumented and Awkward bridges gaps between gay pragmatism and queerness in Cruising Utopia.

Episode 1 of Undocumented and Awkward makes it more difficult to characterize pragmatic approaches as incongruent with futuric, utopic politics associated with queerness. The next cultural production will continue to wrestle with this uncertainty and offer insight into what it feels like to participate in pragmatic politics while maintaining a politics of queerness and utopic dreams.

  1. Concluding thoughts: “Dat DACAmented life” from Osito, by Julio Salgado and Jesús Iñíguez

The final cultural production, “Dat DACAmented Life,” is an episode of Osito. Osito is also a web series focusing on Salgado’s and Iñiguez’s experiences as undocumented Bay Area residents. This episode was published in February 2015, several years after episode one of Undocumented and Awkard. In the time that elapsed between these two cultural productions, both Salgado and Iñíguez applied for and received DACA in their personal lives. This episode offers some of their reflections on DACAmented subjectivity. This episode further complicates an easy separation between gay pragmatism and utopian queerness.

As the episode opens, Jesús and Julio are sitting on the couch in their home and talking; they are trying to reconcile their utopian dreams with their participation in DACA. Jesús and Julio communicate that DACA was won through the struggles of many undocumented organizers – the two emphasize that people are not “given papers,” but that these papers were demanded, fought for, and won. They comment that the terms of DACA are a serious disappointment when compared to the dreams and goals of undocumented residents and organizers. Both Jesús and Julio mention not wanting to participate in DACA because their parents, along with many family, friends, and community members are excluded from DACA. Jesús states that:

“A whole bunch of us, we wanted to be idealistic and revolutionary and not apply for DACA in solidarity with our parents and people over thirty and anyone else who wouldn’t be eligible.” [11]

Julio replies to say that he felt the same way, but his family did not support this point of view and urged him to apply for DACA. Jesús and Julio both express reservations and sadness about participating in DACA because the program serves the federal government’s pragmatic bottom line rather than the utopic dreams that they and so many others fearlessly fought to materialize. The collective is important in this scene and relates to Muñoz’s discussion of the “not yet conscious” in Cruising Utopia.[12] In the reading that I am proposing, Salgado and Iñíguez are expressing a deeply futuric politics that is not yet here. The potentiality of this utopia is eminent, and their melancholic state is reflective of the lack of this politics in the present. Additionally, both Jesús and Julio clearly lament their increased privilege at the exclusion of many of their loved ones.

These three works by Salgado and Iñíguez demonstrate the struggles felt by social actors whose pragmatic politics are intimately tied to the utopian. These cultural productions demonstrate that it is indeed possible to participate in pragmatic politics while understanding that, in the words of Muñoz, “queerness is always on the horizon.”[13] Salgado and Iñíguez make note that doing so is difficult, especially when the present moment offers them limited choices to do otherwise. This arc of cultural productions demands that pragmatism and queerness be viewed outside of a binary. Considering these politics as linked, rather than opposed, allows for more grounded, nuanced approaches to how communities, organizations, and artists are working toward collective approaches to liberation.


Iñíguez, Jesús and Julio Salgado. “Dat DACAmented Life.” Osito. 11 February 2015. Accessed via <www.youtube.com>. Also available on <www.dreamersadrift.com>.

Iñiguez, Jesús and Julio Salgado. “Episode 1.” Undocumented and Awkward. 8 November 2011. Accessed via <www.youtube.com>. Also available on <www.dreamersadrift.com>.

Muñoz, José Esteban. Cruising Utopia: The Then and There of Queer Futurity. New York University Press (2009).

Salgado, Julio. “Homoland Security.” accessed via <https://queer170.wordpress.com/about-the-course/>.


[1] Information on DACA may be found here: http://www.uscis.gov/humanitarian/consideration-deferred-action-childhood-arrivals-daca

[2] Information on AB 60 may be found here: www.ab60.dmv.ca.gov

[3] Information on the DREAM Act may be found here: https://nilc.org/dreamsummary.html

[4] Homoland Security is available for purchase from the artist at: http://juliosalgadoart.bigcartel.com/

[5]Muñoz, José Esteban. Cruising Utopia: The Then and There or Queer Futurity. New York University Press (2009). pp. 27.

[6] Ibid. Muñoz. pp. 30.

[7] Ibid. Muñoz pp. 32.

[8] https://www.youtube.com/watch?v=1XbnTK6udQA

[9] All episodes of the web series are available online at no cost to the user. To find the videos, please search for the Dreamers Adrift channel on YouTube or visit www.dreamersadrift.com directly.

[10] Ibid. Muñoz. pp. 20.

[11] ibid. Iñíguez and Salgado. “Dat DACAmented Life.”

[12] Ibid. Muñoz. pp. 20.

[13] ibid. Muñoz pp. 11.

Ryan King is a graduate student in the Feminist Studies Department at University of California, Santa Cruz.  He is primarily interested in the politics of desirability and intimacy in virtual spaces and the politics of space and movement in contexts of neoliberalism and gentrification. He has thought through these research interests in two major research papers to date. The paper “Re-imagining Bodies, Reifying Borders: The Politics of Desirability and Space on Grindr” examines how and why GPS technologies, borders, desirability, visibility, white supremacy, transphobia, ableism, and further factors construct a “citizenship of desirability” that Grindr users participate in to access their desires. The paper “Dreaming of Queerness in a Pragmatic Present: Julio Salgado and Jesús Iñíguez Complicate the Divide Between Queerness and Gay Pragmatism in Muñoz’s Cruising Utopia” takes a look at how undocumented artists speaking for themselves offer insight into the challenges and possibilities of using their agency to access rights in a DACAmented age that distributes administrative relief unevenly within undocumented communities.

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Release Notes, 2016.01.07 https://library.osu.edu/blogs/it/release-notes-2016-01-07/ https://library.osu.edu/blogs/it/release-notes-2016-01-07/#comments Fri, 08 Jan 2016 13:58:14 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3679 On Thursday afternoon, January 7, we are releasing an update to Room Reservation application.
–        Display of today’s existing reservation for general users.
–        Prevent users from making multiple reservations per day.
–        Change default landing page to Room Schedules.
–        Customize notifications for Research Commons as well as update Group Study Room Reservation’s notifications.
–        Research Commons’ users arrive directly at Research Commons’ Room Schedule.
Bug fixes:
–        Pending Reservation screen remains in same position when editing reservations.
Sue & Chris


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New DMCA Exemptions https://library.osu.edu/blogs/copyright/2015/12/30/new-dmca-exemptions/ https://library.osu.edu/blogs/copyright/2015/12/30/new-dmca-exemptions/#comments Wed, 30 Dec 2015 20:41:59 +0000 Maria Scheid http://library.osu.edu/blogs/copyright/?p=970 In 1998, Congress enacted the Digital Millennium Copyright Act (DMCA) to implement the terms of two international treaties: the World Intellectual Property Organization (WIPO) Copyright Treaty and the WIPO Performances and Phonograms Treaty. Included in the DMCA is a provision that prohibits individuals from circumventing access controls that have been placed on copyrighted works. Every three years the Librarian of Congress engages in a rulemaking process to carve out exemptions to this general prohibition. This blog will look at the most recent exemptions, with particular focus on the exemptions most likely to impact teaching and learning activities of faculty, staff, and students.

Section 1201: Prohibition Against Circumvention

Section 1201(a) of the U.S. Copyright Law prohibits individuals from circumventing technological protection measures (TPMs) that are in place to effectively control access to a copyrighted work. Under this anti-circumvention rule, a person could face civil and in some cases criminal penalties for bypassing, decrypting, descrambling, removing, deactivating, impairing, or otherwise avoiding protection measures that are commonly placed on all types of media, if the circumvention is done without the authority of the copyright owner. These penalties may exist even if the circumvention is done to access and use a work in a non-infringing manner (e.g., making a fair use of the work).

Every three years, however, the Librarian of Congress identifies classes of copyrighted works that may be exempt from this anti-circumvention rule. Exemptions are based on recommendations from the Register of Copyrights and are valid only for a three-year period. At the end of the three year period, the exemption expires, unless successfully renewed in the next rulemaking cycle. Exemptions cover classes of works for which the Librarian of Congress has determined non-infringing uses of the work would be adversely affected by the circumvention prohibition.

2015 DMCA Exemptions

On October 28, 2015, the final rules from the most recent triennial proceeding were announced.[1] The final rules included a total of ten exemptions (a summary of all of the exemptions may be found here):

  1. Motion pictures (including television shows and videos)
  2. Literary works, distributed electronically, protected by TPM interfering with assistive technologies
  3. Computer programs that enable devices to connect to a wireless network (“unlocking”)
  4. Computer programs on smartphones and all-purpose mobile computing devices (“jailbreaking”)
  5. Computer programs on smart TVs (“jailbreaking”)
  6. Vehicle software to enable diagnosis, repair, or modification
  7. Computer programs to enable good faith research of security flaws
  8. Video games requiring server communication
  9. Software to limit feedstock of 3D printers
  10. Patient data from implanted networked medical devices

As seen in previous rulemaking proceedings, the final exemptions are narrowly crafted, coming with restrictive details on their appropriate application.  A few of the exemptions, however, may provide useful for the educational activities undertaken by faculty, staff, and students of the University.

Motion pictures (including television shows and videos): This exemption is similar to the exemption granted in the previous rulemaking process. Under this exemption, non-circumventing screen capture software may be used to copy short portions of lawfully acquired motion pictures. These short portions must be used for the purposes of criticism or comment and may only be used in a limited number of specific settings, including use by college and university faculty and students for educational purposes. Short portions may also be used by faculty of MOOCs (provided other restrictions are met) and educators and participants in face-to-face nonprofit digital and media literacy programs offered by libraries and museums.

In some situations, screen capture technology may not be capable of capturing the level of high-quality detail needed for commentary or criticism. For these situations, circumvention may be permitted by college and university faculty and students, but only for film studies or other courses requiring close analysis of film and media excerpts. Circumvention in these situations is also limited to circumvention of TPMs on DVDs protected by Content Scrambling System, Blu-ray videos protected by Advanced Access Control System, or digital transmissions. As with screen capturing, mentioned above, only short portions of the motion picture can be used and only for the purpose of criticism or comment.

Literary works, distributed electronically, protected by TPM interfering with assistive technologies: This exemption permits a blind or other person with disability to circumvent TPMs on e-books when those TPMs interfere with read-aloud functionality or other assistive technologies. Copyright owners must be appropriately remunerated for the price of the mainstream copy of the work. This exemption was a renewal of a 2012 exemption and received no opposition.

Video games requiring server communication: This exemption permits circumvention of lawfully acquired video games when access to an external server that is needed for local gameplay is no longer provided. Circumvention must be made solely for the purpose of restoring access for personal gameplay or to allow preservation of the game by eligible libraries, archives, or museums.[2]

Software to limit feedstock of 3D printers: This exemption permits the circumvention of computer programs in 3D printers in order to use alternative feedstock. The exemption does not extend to 3D printers capable of producing goods or materials for use in commerce or goods and materials whose production is subject to legal or regulatory oversight, making the exemption extremely limited in scope.

What does it all mean?

For the next three years, you may rely on the exemptions listed above to circumvent TPM on various forms of copyrighted works. If you would like to descramble, decrypt, remove, or deactivate an access control on a copyrighted work and you cannot rely on one of the exemptions to do so, you must seek permission from the copyright owner of the work.

These exemptions have the effect of promoting access to works, helping to facilitate the non-infringing use of these works in everyday teaching and learning activities. In three years, however, all exemptions will expire and proponents will have to petition to receive new exemptions as part of a new rulemaking process.

It is also important to remember that these exemptions only cover the circumvention of TPMs that are placed on a work to control access. Once TPMs have been circumvented, you must still ensure that your intended use of the copyrighted work is permissible under the law (e.g., meets all requirements of the TEACH Act or qualifies as a fair use).


Many have voiced the opinion that the DMCA exemption process, as designed, is in need of reform.[3] The process is time-consuming, involving multiple rounds of public comments, hearings, and opportunities for response. The result is a handful of exemptions that only remain valid for a relatively short amount of time. In this rulemaking round, for example, multiple exemptions were sought to simply renew already existing exemptions. To address this issue and streamline the rulemaking process, the Register of Copyright has suggested that a presumption be made in favor of the renewal of exemptions when no meaningful opposition to the renewal has been raised. Further public input on the DMCA rulemaking process is currently being sought by the U.S. Copyright Office.[4]

DMCA’s anti-circumvention rule continues to impact many different types of works and is increasingly impacting activities that don’t fall neatly into the realm of the U.S. Copyright Office’s area of expertise (e.g., the modification of software in motor vehicles or software within patient medical devices). As noted by the Copyright Office, these activities may be more properly handled by Congress or relevant regulatory agencies.


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

[1] Full text of the final rules, public comments, hearing transcripts and exhibits, and the Register’s recommendations may be found at http://www.copyright.gov/1201/.

[2] While this exemption is applicable to museums, it is worth noting that museums must have permission or rely on fair use to make copies of games for purposes of preservation. Unlike libraries and archives, museums do not enjoy special protection for reproductions under Section 108.

[3] See, e.g., “Re:Create Coalition Reacts to Copyright Exemptions Released By The Library of Congress,” Press Release (October 28, 2015).

[4] Section 1201 Study: Notice and Request for Public Comment, 80 FR 81369 (Dec. 29, 2015), available at https://federalregister.gov/a/2015-32678.

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New Exhibits! WORDLESS and DEDINI https://library.osu.edu/blogs/cartoons/2015/12/30/new-exhibits-wordless-and-dedini/ https://library.osu.edu/blogs/cartoons/2015/12/30/new-exhibits-wordless-and-dedini/#comments Wed, 30 Dec 2015 17:41:51 +0000 Caitlin McGurk http://library.osu.edu/blogs/cartoons/?p=3247 PressReleaseImage


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


FOR IMMEDIATE RELEASE: December 30, 2015

Upcoming Exhibitions at The Billy Ireland Cartoon Library & Museum

WORDLESS: The Collection of David A. Beronä
Dedini: The Art of Humor

February 13 – May 22, 2016

The Billy Ireland Cartoon Library & Museum (BICLM) will open two new exhibitions on   February 13, 2016, running through May 22, 2016.

WORDLESS: The Collection of David A. Beronä celebrates a century of wordless books—novels and histories told entirely through pictures—and the life of the late David A. Beronä, who was devoted to studying, collecting, and championing this international tradition.

Beginning with the emergence of the modern wordless novel with the work of Belgian artist Frans Masereel in 1918 and the Expressionist printmakers his work inspired in Europe and America, this exhibit traces a history of the form through its modern practitioners including Sue Coe, Peter Kuper, George Walker and others. Tackling such ambitious topics as the horrors of war, the systematic cruelties of wage slavery, the dangers of nuclear proliferation, and the fate of the artist in late capitalism, these books demonstrate the capacity of sequential images to tell bold, complex and powerful stories without words or special effects.

The exhibit highlights the continued practice of the wordless tradition, including comic strips, graphic novels, minicomics, and children’s picture books. All items on exhibit are from the David Beronä Collection. The exhibition is being curated by Associate Curator Caitlin McGurk and Jared Gardner, professor of English and Film.

Dedini: The Art of Humor showcases the work of Eldon Dedini (1921-2006), a master of the magazine gag cartoon.

For almost half a century, both The New Yorker and Playboy regularly published his work, which featured a unique blend of art and humor informed by his insatiable appetite for knowledge and his love of fine art, jazz, wine and life.

Shortly before his death, Dedini donated his papers and art to the BICLM.  This exhibit will feature works from his collection, including his sophisticated black-and-white cartoons for the New Yorker, as well as his risqué, lush color cartoons for Playboy.  Some of Dedini’s lesser-known work will also be on display, including early work for Disney, Esquire and other publications, as well as examples of his advertising and charity art.  The exhibition sheds light on Dedini’s artistic process from the initial submitted sketch, to his exuberant charcoal roughs, to his finished work – masterpieces of design and color.

FREE EVENT: On February 20, 2016, the BICLM will host a series of events to celebrate the opening of these two exhibitions.  At 4 p.m., a screening of the documentary Dedini: A Life of Cartoons will be shown. Refreshments will be served and the galleries will remain opened from 5 – 6 p.m.  A screening of the documentary, O Brother Man: The Art and Life of Lynd Ward, will begin at 6 p.m.  The filmmakers, Michael Maglaras and Terri Templeton will introduce the documentary and answer questions after the screening.


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 is housed in a renovated 30,000 square foot space in Sullivant Hall 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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Access the December 2015 Issue of “Research Development and Grant Writing News” https://library.osu.edu/blogs/researchcommons/2015/12/22/december-2015-issue/ https://library.osu.edu/blogs/researchcommons/2015/12/22/december-2015-issue/#comments Tue, 22 Dec 2015 13:28:26 +0000 Jeff Agnoli http://library.osu.edu/blogs/researchcommons/?p=4248 Some of the topics this month include:

  • Avoiding the Mule’s Kick at NSF
  • Writing Grants to the Department of Education
  • Heuristic White Papers Build Teams & Ideas
  • NSF FY 2015 Financial Report
  • Proposal Writing Tips for Non-Native English Speakers
  • Agency News, Reports, and New Funding Opportunities

The Office of Research provides a campus-wide subscription to this excellent newsletter; access current and past issues at http://go.osu.edu/grantwritingnews (OSU login required). The writers and editors are experts in research/proposal development and the recommendations are especially helpful to those who are new to grant writing or want to enhance their grantsmanship skills.

Quick Hits

NSF DCL: Germination of Research Ideas for Large Opportunities and Critical Societal Needs Link
NIH Manuscript Collection Optimized for Text-Mining and More Link
Postdocs’ Guide to Gaining Independence: Laying the Groundwork Link
Conversations About NIH Support of Graduate Training Programs Link
The National Alliance for Broader Impacts Link
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Celebrating a Holiday Classic https://library.osu.edu/blogs/rarebooks/2015/12/18/celebrating-a-holiday-classic/ https://library.osu.edu/blogs/rarebooks/2015/12/18/celebrating-a-holiday-classic/#comments Fri, 18 Dec 2015 20:54:03 +0000 Lisa Iacobellis http://library.osu.edu/blogs/rarebooks/?p=540 “I will honour Christmas in my heart, and try to keep it all the year,” is Ebenezer Scrooge’s exclamation at the end of Charles Dickens’ A Christmas Carol, which was first published 172 years ago (Dec. 19, 1843).  The wildly popular novella is credited with reforming the public image and celebration of Christmas to one of celebration and humanitarianism.  While we don’t hold a copy of that first edition, Rare Books does have a later collection of Christmas stories, which features the revelry of Mr. Fezziwig’s party on the frontispiece:

view of open book - Dickens, Christmas Stories

Also included among the strong collection of Dickens materials in the OSU Libraries are three first edition novels in their original serialized formats (The Pickwick Papers, David Copperfield, and A Tale of Two Cities), two first edition serialized novels, bound after publication (Bleak House and Our Mutual Friend), and two collections of original Dickens periodicals (Master Humphrey’s Clock and Household Words).

photo of David Copperfield in original parts

David Copperfield in original parts

Dickens’ classic can currently be viewed in two adaptations on the Columbus stage: Mr. Scrooge at the Columbus Children’s Theatre and A Christmas Carol at the Columbus Civic Theatre (both closing Dec. 20).

Want more Dickens?  Don’t forget the annual Dickens events at Ohio Village (Ohio History Connection), or visit downtown Cambridge, Ohio during the holidays for an abundance of Dickens characters and scenes on display along the sidewalks.  In fact, if you stop in at the welcome center to warm up you can slip into something more appropriate for the time period and take photos.

 Cecelia Bellomy

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The Research Commons is Shaping Up https://library.osu.edu/blogs/researchcommons/2015/12/17/shaping-up/ https://library.osu.edu/blogs/researchcommons/2015/12/17/shaping-up/#comments Thu, 17 Dec 2015 15:24:59 +0000 Joshua Sadvari http://library.osu.edu/blogs/researchcommons/?p=4264 As the Fall 2015 semester is wrapping up, the physical location of the Research Commons is shaping up. Renovations are in their final stages, with much of the technology and furniture being delivered and installed this week. With the start of the Spring 2016 semester on January 11th, the third floor of the 18th Avenue Library will reopen as the Research Commons. Check out the slideshow below to see how the space is coming along!

Be on the lookout for some new features that will be added to our website to coincide with the opening of our physical space. For instance, we’ll be adding a room reservation system so that researchers can schedule time in one of our collaborative project rooms or our videoconferencing space. We’ll also be adding a consultation scheduling system so that researchers can request appointments with our expert partners who will be holding weekly office hours in the Research Commons, providing assistance on topics such as creating data management plans, finding research funding opportunities, and more.

We’re currently finalizing our spring events schedule, which will be packed with another full slate of workshops and other training and showcasing opportunities. Stay tuned to our events page, as we’ll be posting our spring events calendar and opening those sessions up for registration in the coming weeks.

We wish you all a relaxing semester break and happy holiday season, and we hope to see you in the Research Commons when it opens in January!

If you have any questions about our space and services or would like to inquire about reserving rooms before our system comes online in January, please email us at researchcommons@osu.edu.

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Really Jane, you don’t look a day over (2)39! https://library.osu.edu/blogs/rarebooks/2015/12/16/really-jane-you-dont-look-a-day-over-239/ https://library.osu.edu/blogs/rarebooks/2015/12/16/really-jane-you-dont-look-a-day-over-239/#comments Wed, 16 Dec 2015 23:27:12 +0000 Lisa Iacobellis http://library.osu.edu/blogs/rarebooks/?p=534 frontispiece from 1898 Boston edition of Mansfield Park

Frontispiece from an 1898 Boston edition of Mansfield Park.

Surely we can’t let the 240th anniversary of Jane Austen’s  birth pass by without at least  a moment of recognition.  Some of the treasures housed in the Rare Books and Manuscripts collection are first editions of Mansfield Park, Northanger Abbey, and Emma, all happily acquired within the last decade.

Although these first editions did not contain any illustrations, like the charming image on the right from a late nineteenth-century American edition, they are pristine examples of the multi-volume novels published during Austen’s lifetime.  In just a week we celebrate another milestone  –  200 years since the release of Emma.

Emma - first edition

Emma, 1815

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THE TRI DIGITAL COLLECTIONS https://library.osu.edu/blogs/theatre-research-institute/2015/12/16/the-tri-digital-collections/ https://library.osu.edu/blogs/theatre-research-institute/2015/12/16/the-tri-digital-collections/#comments Wed, 16 Dec 2015 14:42:36 +0000 Orville Martin http://library.osu.edu/blogs/theatre-research-institute/?p=746 TRI Digital Collections Put Rare Materials at Our Virtual Fingertips

by Cecelia Bellomy

When a patron visits the Lawrence and Lee Theatre Research Institute, an entire world of performance history comes alive before them. Everything from set models to celebrity correspondence to classic movie posters are available to be read, studied, and, in most cases, touched.

It may seem like one must be in Ohio to have an experience like this, but the not-so-secret secret is that the TRI, in conjunction with the Ohio State Knowledge Bank, OhioLINK, and Flickr.com, has many incredible collections available for view on the Internet. You can nerd out (or, you know, research) wherever you have a computer!

Digital Collections through the Ohio State Knowledge Bank:

The Knowledge Bank is a service of The Ohio State University Libraries that collects, preserves, and distributes the intellectual output of The Ohio State University. One of the many branches of the University with material in the Knowledge Bank is the Theatre Research Institute. We have three distinct and fascinating collections available for view here.

1. Charles H. McCaghy Collection of Exotic Dance, Photos, Cabinet Cards, and Tobacco Cards

Charles H. McCaghy is a professor emeritus of the Department of Sociology at Bowling Green State University who has published many books and articles on the topics of criminality, deviant behavior, and stripping. The collections materials come from his personal collection of burlesque and striptease research and memorabilia. Part of the much larger collection of exotic dance materials housed at TRI, this digital collection contains over 200 tobacco and cabinet cards from 1867-1890, featuring burlesque stars from the time.

Lydia Thompson cabinet card

Lydia Thompson cabinet card

Cabinet cards are small photographs printed on cards and tobacco cards were tradable photographs which were added to packages of cigarettes to stiffen the packaging. This collection includes photographs of Lydia Thompson who was instrumental in bringing burlesque from England and establishing it in America. Besides giving a look into the under-acknowledged history of burlesque, these photographs show how American beauty standards change with time.

2. Joel E. Rubin Collection, Pose Slides

Joel E. Rubin is a titan in the theatre world for his work in the field of lighting design technology. He co-wrote a seminal book on lighting design, Theatrical Lighting Practice, published in 1954, and he was also co-founder and Past President of the United States Institute for Theatre Technology. This digital collection  comprises over 150 pose slides and artwork for the slide design. Pose slides are glass slides on which a design is hand painted.

Joel E. Rubin Pose Slide

Joel E. Rubin Pose Slide

They were used to create a type of tableau vivant (“living picture”) performance that was popular in vaudeville at the beginning of the twentieth century. An actress dressed all in white posed against a white background. Then, when a slide was projected onto her, it appeared as if she was in a costume or in a unique environment. These unique designs come from Kliegl Bros. Lighting, where Rubin worked for many years and eventually became vice president. This collection of unique slides, everything from under-the-sea mermaid scenes to slides that make it look like the actress is being burnt at the stake, provide another window into American popular entertainment at the turn of the century as well as into the history of lighting design.

3. Scrapbook Collections

This digital collection is really two in one as it houses both our and the Actress Scrapbooks and the Burrill Henry Leffingwell Scrapbook Collection . Both collections are replete with information about theatre, dance, and film performance at the turn of the twentieth century. Some famous names (see Sarah Bernhardt) certainly come up. The Actress Scrapbooks collection is a group of twelve small scrapbooks compiled by a theatre fan about actresses of the time. They include photographs of famous actresses (and a few actors)  in costume and daily wear, at home and in productions.  One scrapbook of the twelve is a record of a playgoer’s theatre, opera, and concert experiences starting with The Merchant of Venice at Daly’s Theatre in New York in 1898 starring Ada Rehan as Portia. Of the thirty-four volume Burrill Henry Leffingwell collection, fifteen large scrapbooks archiving American theatre, opera, dance, and film in New York, Boston, Chicago, Paris, and Germany between the years 1880 and 1922 are available digitally. With their thorough compilations of photographs, reviews, and gossip pieces, Leffingwell’s archival work is almost encyclopedic. Best of all?

A screenshot which shows how the scrapbooks can be searched ("demille" at the top corresponds with the highlighted "DeMille" in the scrapbook.)

A screenshot which shows how the scrapbooks can be searched (“demille” at the top corresponds with the highlighted “DeMille” in the scrapbook.)

All of the TRI scrapbooks in the Knowledge Bank have Optical Character Recognition which means, you can perform a word search in any of them, rather than scrolling through hundreds of pages looking for information on one actress or production.


Digital Collections through OhioLINK

The Daphne Dare Collection

OhioLINK’s online Digital Resource Commons, a treasure trove of unique content from Ohio’s Colleges and Universities, is digital home to part of the Lawrence and Lee Institute’s Daphne Dare Collection. Daphne Dare (1929-2000) was a major name in costume design both in America and England. She designed for film (Carla’s Song), television (the first two seasons of Doctor Who), and theatre (Bristol Old Vic, The Royal Shakespeare Company), and became the Head of Design at the Stratford Festival, Ontario, where she designed over thirty-five productions.

SPEC_DD_DES_533_Costume rendering of Anya from The Cherry Orchard

Costume rendering of Anya from The Cherry Orchard

This digital collection of more than 1000 records holds mainly costume designs but also includes notes, production photos, set designs, and publicity materials. The designs cover an extensive range of mostly classical productions with a heavy emphasis on Shakespeare and Chekhov shows. The images show up clearly on the screen and an impressive zooming function allows viewers to see exactly how the lace should look on the hem of the dress, or the pattern the necktie should be.

Digital Collections through Flickr

The Charles H. McCaghy tobacco and cabinet card collection is also available on the photo-sharing website, Flickr. is also available on photo-sharing website, Flickr. This is the TRI’s most highly trafficked digital collection. While scrolling through all of the materials is easier on Flickr, the Knowledge Bank version of the collection has a search engine for pulling up pictures of a particular performer.

While nothing quite beats touching the paper Daphne Dare put her pencil to or smelling the old glue in a scrapbook, the Theatre Research Institute has made great strides in providing alternative ways of interacting with captivating collection materials digitally, and more are coming soon. Regardless of where the interaction is taking place, it is simply important that people do get to interact with them. So the next time the research bug bites or in the upcoming inevitable snow days, why not take the opportunity to experience performance history on your own computer, in your own room, on your own terms?


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Hello world! https://library.osu.edu/blogs/tutor/2015/12/15/hello-world/ https://library.osu.edu/blogs/tutor/2015/12/15/hello-world/#comments Tue, 15 Dec 2015 20:05:36 +0000 ness.16@osu.edu http://library.osu.edu/blogs/tutor/?p=1 Welcome to OSU Libraries Blogs. This is your first post. Edit or delete it, then start writing!

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Exploring Challenges and Opportunities Surrounding Our Collections of Recorded Student Musical Performances https://library.osu.edu/blogs/copyright/2015/12/14/exploring-challenges-and-opportunities-surrounding-our-collections-of-recorded-student-musical-performances/ https://library.osu.edu/blogs/copyright/2015/12/14/exploring-challenges-and-opportunities-surrounding-our-collections-of-recorded-student-musical-performances/#comments Mon, 14 Dec 2015 14:59:51 +0000 Jessica Chan http://library.osu.edu/blogs/copyright/?p=964 The OSU Music and Dance Library has a sizable collection of recorded student musical performances encompassing individual students’ recitals and ensemble performances. The collection exists on a variety of media, some of which is deteriorating, is anticipated to deteriorate within the foreseeable future or is in an obsolete format . The Music and Dance Library is working with the Copyright Resources Center to explore options for preserving these artifacts of scholarly and creative activities at The Ohio State University and making them available for research and education.

As part of our initial information gathering, we collaborated with Alan Green and Sean Ferguson at the Music and Dance Library to craft an informal survey that would be sent their colleagues at other institutions on managing rights issues for similar collections. Based on the results of this survey, we found that other institutions are facing the same questions and conundrums and many survey participants indicated that they are also in the early or exploratory stages of developing or implementing plans for managing their collections of recorded student musical performances. While this appears to be an area of interest for many libraries, it will require further development and study within the profession before significant trends and community practices begin to emerge.  Though we are still gathering information, we have a few initial thoughts to share.

Continue reading

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Hello world! https://library.osu.edu/blogs/bennett/2015/12/11/hello-world/ https://library.osu.edu/blogs/bennett/2015/12/11/hello-world/#comments Fri, 11 Dec 2015 15:34:27 +0000 Beth Snapp http://library.osu.edu/blogs/bennett/?p=1 Welcome to OSU Libraries Blogs. This is your first post. Edit or delete it, then start writing!

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Download the Book https://library.osu.edu/blogs/choosingsources/2015/12/08/download-the-book/ https://library.osu.edu/blogs/choosingsources/2015/12/08/download-the-book/#comments Tue, 08 Dec 2015 18:29:26 +0000 ness.16@osu.edu http://library.osu.edu/blogs/choosingsources/?p=154 https://library.osu.edu/blogs/choosingsources/2015/12/08/download-the-book/feed/ 0 Reading Engagement: Teaching US Latino/a Literature with a Community-Based Learning Approach https://library.osu.edu/blogs/mujerestalk/2015/12/08/reading-engagement-teaching-us-latinoa-literature-with-a-community-based-learning-approach/ https://library.osu.edu/blogs/mujerestalk/2015/12/08/reading-engagement-teaching-us-latinoa-literature-with-a-community-based-learning-approach/#comments Tue, 08 Dec 2015 11:00:36 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3306 coloral mural on wall with name of center Casa de Amistad

Photo by Marisel Moreno CC-BY-NC-ND 4.0

By Marisel Moreno


I have been teaching US Latino/a literature with a Community-Based Learning (CBL) approach for the last five years. I can honestly say that after 10 consecutive semesters, 4 different courses, and more than 5,000 hours of student service hours, I can hardly imagine teaching US Latino/a literature without the CBL pedagogy. It has been that transformative; not only for me, but for my students and our community partner, La Casa de Amistad. I thought I should take a few minutes to reflect on the power of CBL to transform students’ attitudes toward literature, especially minority literatures. I decided to write this reflection to hopefully convince those considering adopting this pedagogy that it is absolutely worth it.

A few details about CBL that people should know about: there is no standard definition of the concept or standard model that can be applied to all cases. This can be both intimidating and liberating at once. I know that in my case, when I first learned about CBL about six years ago, I felt I had discovered the “missing link” to my US Latino/a literature courses. My initial excitement soon gave way to anxiety when, after scheduling the first meeting with my future community partner, I realized that I was on my own. At that point, almost nothing had been published on the application of the CBL pedagogy in upper level US Latino/a literature courses. It seemed to me that most of the scholarship was geared toward the Spanish-language curriculum. Although I wasn’t sure exactly where I was going—or where my courses were heading—I decided to take the plunge because deep inside, I was convinced that CBL would add a depth of understanding and engagement that literature alone would probably not provide for my mostly white middle/upper class students. I also found solid common ground between La Casa de Amistad’s mission and my own pedagogical goal of teaching tolerance, acceptance, and civic engagement through literature.

La Casa de Amistad is a community organization founded in 1973 in South Bend, IN, that offers a range of services to the local Latino/a community. It’s mission, according to their website, is to “empower the Latino/Hispanic community within Michiana by providing educational, cultural and advocacy services in a welcoming, bilingual environment” (website). Among the services that La Casa provides are: the bilingual pre-school program “Yo Puedo Leer,” after-school programs “Crece Conmigo” (K-6th) and “Adelante América” (7th-12th), citizenship classes, computer classes, ENL adult classes, and a food pantry, among others. For five years, my students have been tutors and mentors with “Crece Conmigo” and “Adelante América,” since these are the two programs that mostly depend on a solid number of volunteers. These programs run from Monday-Thursday for two hours each, and my students sign up to work with either Crece or Adelante once a week for a two-hour session. La Casa’s commitment to promoting literacy and academic support to its students is one of the main reasons why I found its mission to connect with the goals of my courses.

Without a specific model to follow—there are too many out there—I came to a few preliminary conclusions. First, I wanted all my students to volunteer at the same organization instead of providing a few options, as some professors do. I saw this as a way to create common ground for my students, give them an experience that they could share as a class. Second, I wanted their volunteering to extend throughout the semester in order to meet the needs of our partner. In other words, rather than telling them to complete a set amount of hours, it was made clear that they were expected to work at La Casa at least 2 hours per week for the entire semester. Third, and perhaps the hardest thing, I told myself that not everything needed to work out perfectly every time. I convinced myself that I could let go of the need to control all aspects of teaching. It was hard at first, but eventually I learned to “go with the flow” and adjust to the unexpected changes and challenges that working with a small non-profit organization brings with it. In fact, I found it absolutely vital to remind my students of this last point, especially when it became obvious at different points that some were “uncomfortable” with the element of unpredictability (changes in staff, closings due to weather, transportation issues, etc.) that is part of any CBL partnership.

After five years I can confidently say that joining forces with La Casa de Amistad has proven mutually beneficial from the beginning; every semester my students became the backbone of La Casa’s after-school tutoring programs (they provided consistency as they were less likely to miss a day of tutoring), but more importantly, the relationships they cultivated with the children opened their eyes to the issues affecting US Latino communities. Immigration, racism, sexism, transnationalism, prejudice, education gap, undocumented immigrant and migrant farm worker—these are just some of the terms and concepts that my students were exposed to in the classroom but were able to understand in greater depth thanks to their time at La Casa. Those personal bonds they established with the children (and sometimes with their families) allowed my students to become more emotionally invested in the material we were covering in class; they wanted to learn more, and they wanted to read more. Of course, there have been exceptions, but overall, most students comment on this particular point in their final course evaluations—how getting to know the kids at La Casa have made them better people and opened their eyes to the injustices that ethnic and racial minorities face in this country. We can’t underestimate the importance of this type of statement, especially when it comes from white middle/upper class students who didn’t have significant contact with US Latinos/as prior to taking my course. This may sound paradoxical, but as a professor, there’s nothing more encouraging than hearing my students’ absolute disillusionment after realizing the histories and literatures they were not taught in school. I say “encouraging” because this usually translates into motivation, not just to learn more by filling those silences in their educations, but also to act and become more engaged in their communities and fighting for the rights of those who are left at the margins of society (In fact, for academic institutions seeking to reduce the town/gown divide, CBL courses offer a socially responsible solution). There’s also hardly anything more rewarding than witnessing your students’ individual transformations as they come to learn more about themselves and gain the gift of perspective through the combination of literature and CBL. I commonly hear my students reflect on how the CBL experience has taught them about their own limits (patience, ability to work with children, their personal racial/ethnic biases and prejudices, etc.) and has opened their eyes to their own privilege (economic, social, racial, citizenship status, etc.). Above all, many make it clear in their journals and final course reflections that the CBL component has allowed them to connect with the local Latino community in ways that they would not have otherwise; and that connection in turn has enhanced their appreciation and understanding of the literature discussed in class.

I could go on and on about the personal and academic benefits I have seen when applying a CBL approach to US Latino/a literature courses, but space is limited. I do want to confess that it hasn’t always been easy; there have been plenty of moments of doubt throughout the years. Some of the challenges my students and I have faced include: conflicts organizing the volunteering schedule in order to balance their presence at La Casa; transportation issues since public transportation is not really an option in that area; unexpected site closings due to weather or maintenance, etc. For non/pre-tenured faculty especially (as I was most of the years I taught these courses), teaching CBL can be very time-consuming and therefore not encouraged by the administration. However, when I read my students’ final course reflections every semester, where they’re expected to reflect on the course as a whole (including the literature and CBL components), I usually witness the power of literature and CBL to transform lives. Many of my students state a commitment to keep learning about US Latinos/as, to help set the record straight among friends and family who display prejudices toward this population, and to serve this population in the future as lawyers, doctors, and teachers.

It is precisely because of how transformative it has been for me to teach US Latino/a literature with a CBL component, and because I can see the incredible potential we have before us, that I want to encourage (especially) faculty teaching minority literatures to consider adding CBL to their courses. When you read students’ class journal reflections where they say that “if more people could study this literature and get to know kids like those at La Casa, there would be more peace and understanding in this world,” you know that this is something worth sharing. CBL can be implemented in all disciplines, but I think those of us in literature have an advantage. We can use the stories, poems, and novels we teach to open our students’ eyes. But we can also provide them the opportunity to break out of their comfort zone and become, if only temporarily, part of the community they’re learning about. US cities and towns are replete with community centers and non-profit organizations serving US Latinos, African-Americans, Asian-Americans, Native Americans, the undocumented, and many other groups whose stories we teach. Let’s make those stories come alive by keeping it real—in and outside the classroom.

MARISEL MORENO, Ph.D., is an Associate Professor of Latino/a Literature in the Department of Romance Languages and Literatures at the University of Notre Dame. Her first book, Family Matters: Puerto Rican Women Authors on the Island and the Mainland, was published in 2012. She has published articles on US Latino/a authors in Latino Studies, CENTRO, MELUS, Hispanic Review, and Afro-Hispanic Review, among other academic journals. In 2011 she received the Indiana Governor’s Award for Service-Learning.

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Finding Study Places in Thompson https://library.osu.edu/blogs/askafriend/2015/12/07/finding-study-places-in-thompson/ https://library.osu.edu/blogs/askafriend/2015/12/07/finding-study-places-in-thompson/#comments Mon, 07 Dec 2015 18:12:15 +0000 lang.353@osu.edu http://library.osu.edu/blogs/askafriend/?p=189 So finals are in just a few days and the library gets really crowded this time of year.
Thompson is by far the most crowded with 18th avenue right behind it.

So where can you find a study spot in Thompson, here are a few possibilities:

Ground Floor behind the stairs: there has been extra tables and chairs added just for finals week so go take advantage of them.

Room 150: on the 1st floor north side, it is a large room with many tables and chairs. It is normally for special classes or lectures but it has been opened to all students for finals week.

Room 149: a computer lab on the 1st floor that is always open to students, however no one seems to know it is there.

In the Stacks:  Up in between the walls of books there are chairs and some small tables spaced throughout the floors as well as tables across from the elevators. Floor include 2m, 3m, 4m, and 5 thru 10.

Mortar Board Room: The room next to the grand reading room with the huge fire place on the 2nd floor, this is a nice out of the way place to study and if it gets cold enough they may even light the fire!

May the curve be ever in your favor


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Finals Week Hours-Thompson https://library.osu.edu/blogs/askafriend/2015/12/04/finals-week-hours-thompson/ https://library.osu.edu/blogs/askafriend/2015/12/04/finals-week-hours-thompson/#comments Fri, 04 Dec 2015 17:13:57 +0000 lang.353@osu.edu http://library.osu.edu/blogs/askafriend/?p=185  

There are different hours at Thompson Library for Finals Week: Starting December 9th to 16th.   7:30am-2am

Winter Break Hours: December 17 to January 8th. 7:30am-6pm

Hope you have a fun studying!


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How to avoid predatory open access publishers https://library.osu.edu/blogs/digitalscholarship/2015/12/04/predatory-open-access/ https://library.osu.edu/blogs/digitalscholarship/2015/12/04/predatory-open-access/#comments Fri, 04 Dec 2015 16:11:16 +0000 Melanie Schlosser http://library.osu.edu/blogs/digitalscholarship/?p=1908 When you’re a librarian working with open access publishing, there is a question that comes up a lot. It’s one that many of us dread, because it tends to come with a lot of baggage, and it can be tricky to answer in a way that satisfies the querent. The question is, “What about predatory open access publishers?” Sometimes it’s asked as an attempt to discredit OA publishing as a whole, in which case it’s likely that no amount of logical argumentation and no set of facts will be acceptable as a response. More often, though, it’s asked in the context of problem-solving. Predatory OA is a threat – to vulnerable junior scholars, to authors in developing countries, to the enterprise of scholarly publishing as a whole – so what should we do about it? It’s tempting to toss off a quick, “Don’t give them your work to publish. Problem solved!” It has the advantage of brevity, but it doesn’t do much to address the very real fears of scholars who don’t have the training and the experience to confidently evaluate the worth of a given publication. To give me something to point people to when the question comes up, and to provide a useful alternative to lists of predatory publishers (more on this in a minute), I decided to share my own understanding of what constitutes a ‘predatory’ publisher and offer a set of criteria by which authors can evaluate publications. It doesn’t provide any easy answers, but hopefully it provides some useful guidance.

Why can’t I just look at a list?

Before we get to the good stuff, it’s worth taking a moment to consider the many lists in this space. ‘Tis the season, so we’re going to call them “nice” lists and “naughty” lists.

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IT Project Prioritization for 2016Q1 https://library.osu.edu/blogs/it/it-project-prioritization-for-2016q1/ https://library.osu.edu/blogs/it/it-project-prioritization-for-2016q1/#comments Thu, 03 Dec 2015 20:39:12 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3655 Prioritized for 2016Q1 (January 2016 – March 2016)


  • Reading Room workflow & patron data collection streamlining (meeting to discuss scope on 12/8)
  • Upgrade Atlassian software to include Service Desk and Knowledge Base/Confluence modules (subject to testing and purchase approval)


  • Non-Image Files in Fedora – Information Gathering about requirements to include other digital assets.
  • Search & Facet Interface for Finding Aids – Information Gathering for search apparatus for Finding Aids, possibly as a pilot for searching all Digital Initiative assets.
  • Possible consolidation of physical location information on websites – focus groups
  • Exhibits, galleries and albums on OCIO web hosting (per charge of Web Governance Committee)


  • Large File/File Set Uploads in IMS – Implement the ability to upload large sets of images via non-web interfaces, e.g. Shared Drive/FTP. Currently the maximum size is ~500mb.
  • Image Server Improvements – Upgrade image server internals (e.g. from RIIIF to Lorus)
  • IMS Improvements – Product Owner choice of most valuable changes to implement in a set amount of time, likely controlled vocabularies
  • Exporting & Publishing Finding Aids from Archivist Toolkit – to make accessible to patrons

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Mid-Quarter Project Report 2015Q4 https://library.osu.edu/blogs/it/mid-quarter-project-report-2015q4/ https://library.osu.edu/blogs/it/mid-quarter-project-report-2015q4/#comments Thu, 03 Dec 2015 20:29:15 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3647 Report as of November 23, 2015. Please contact Russell Schelby if you have any questions or concerns.

Information Gathering

(tick)AS-166 Publishing and Managing Finding Aids

Based on information gathering sessions with curators and cataloging staff, requirements and a simple phased plan for publishing finding aids from Archivist Toolkit has been developed. It is recommended that the first phase of this plan be implemented in the next quarter.

(plus)IMS-504 Image Collections Complex Objects

One of the next steps for our Image Collections system is to be able to use complex objects, that is multiple images around the same described object, e.g. the front and back pictures of a manuscript leaf. This quarter’s task is to gather information on what requirements this enhancement would need; these sessions are just in the planning phases, but should be easily completed by the end of the quarter.

(warning)Co-Curricular Tutorials

We identified several potential candidate WordPress plugins. Partner has not had time to test.

Development & Implementation

Digital Initiatives

(plus)AS-48 Archival Description Management System (ADMS) Data Migration Assistance

This project encompasses all of the data that needs to be migrated into ADMS from various sources, including ArchivesSpace, OhioLINK EAD Repository, vendor provided EAD, Sierra data, certain Past Perfect data and other various bespoke data sets. So far, Darnelle Melvin has been working on the transformations for importing ArchivesSpace data into ADMS. AD&S has only been minimally involved. As expected, the migrations will not likely be complete this quarter.

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Multi-author blogs: Getting the most out of a tricky (but powerful) format https://library.osu.edu/blogs/digitalscholarship/2015/12/03/multi-author-blogs/ https://library.osu.edu/blogs/digitalscholarship/2015/12/03/multi-author-blogs/#comments Thu, 03 Dec 2015 17:51:25 +0000 Melanie Schlosser http://library.osu.edu/blogs/digitalscholarship/?p=1899 The OSU Libraries WordPress Users Group recently met to discuss a topic near and dear to my heart: multi-author blogs. As you may have gathered from my last post on the topic, I’m a big fan of the group blog format. It allows for a broader perspective on a topic and a range of voices, and good multi-author blogs are truly more than the sum of their parts. You may  have also noticed that I don’t recommend that everyone venture blithely into the group blogging realm, because it comes with a set of built-in challenges that some folks will be happier dealing with than others. Based on the Users Group discussion, here is some advice to help you get the most of of your multi-author blog.

What can a group blog do for you?

The major benefits to working with the group blog format are interest, connections, and efficiency. Having multiple authors can make your blog more interesting by incorporating different perspectives and writing styles, and allowing you to cover a broader range of topics. It may give you an opportunity to connect with people you don’t otherwise have many opportunities to work with – inside of your organization and elsewhere. Finally, if writing time is limited for you, or you find you are more adept at the editing side of things than the authoring one, facilitating other people’s posts may allow you to more efficiently create a great blog.

What won’t it do?

Having multiple authors isn’t a sneaky way to ‘outsource’ your blog, and it won’t necessarily cut down on the total time you need to spend on it. If you have an opportunity to contribute to someone else’s group blog, congratulations! Most of us, if we want to work in that space, need to make it happen ourselves, and will therefore find ourselves in an editorial role. Being an editor means that you will need to articulate a vision for your blog, set it up, do a bit of writing yourself, and then recruit content. And then recruit some more content. And then follow up with the folks you recruited so that they actually turn something in. Depending on your own work habits and the level of investment on the part of your authors, it can be just as time-consuming as writing content yourself.

Continue reading

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Release Notes 2015.12.05 https://library.osu.edu/blogs/it/3645-2/ https://library.osu.edu/blogs/it/3645-2/#comments Thu, 03 Dec 2015 16:49:27 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3645 We are releasing an update to Room Reservation application with focus on Research Commons and their needs for room requests and management.

–          Display of today’s reservation in addition to 1, 3, and 5 day
–          Ability to add and alter available technology in rooms
–          Requestor’s reason for request and affiliation
–          Established Research Commons Room Reservation
–          Specific to Research Commons: Same day/hour reservation requests
–          Specific to Research Commons: Request for extension up to 2 hours
–          Specific to Research Commons: Filtering rooms by Technology
–          Specific to Research Commons: Control public visibility of rooms

We expect less than 15 minutes down time.

Bug fixes:
–          Gridline alignment
–          Update button failing after room selection changes

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We’re hiring 2 developers: apply by Dec. 6 https://library.osu.edu/blogs/it/were-hiring-2-developers-apply-by-dec-6/ https://library.osu.edu/blogs/it/were-hiring-2-developers-apply-by-dec-6/#comments Thu, 03 Dec 2015 15:06:26 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3642 The University Libraries is on a mission to build a digital library platform to preserve and highlight the Libraries’ many distinctive digital resources. We want researchers and students at Ohio State and from around the world to be able to view online our rare materials, including thousands of cartoons and images of historical artifacts. It’s an ambitious goal and we need creative web developers to join our growing team to make it happen. You will gain marketable experience working on large open-source systems with the latest technologies and, at the same time, give back to Ohio State.

Our Team:

  • We currently have three developers, along with a project manager and business analyst. We collaborate closely with our systems administrators to build reliable and scalable systems.
  • The developers work on Macs with free and open-source software whenever possible. Our primary language is Ruby. We support a few legacy PHP-based apps and content management systems.
  • We practice agile software development with emphasis on short iterations, lightweight requirements-gathering, and partnerships with customers.
  • Our typical week includes Maintenance Monday (dedicated to ticket resolution and application maintenance), daily standups, and four days of project work. We value a collaborative environment, face-to-face conversations, and innovative ideas.
  • We are committed to work/life balance. You will have opportunities for remote work and on-call time is limited.
  • You will write code, maintain applications, and support systems.

The Libraries is committed to recruiting and retaining a diverse workforce and encourages all employees to fully incorporate their diverse backgrounds, skills, and life experiences into their work and towards the Libraries’ mission. Travel reimbursement and relocation assistance will not be offered with this position. For complete position details and to apply, please visit: http://www.jobsatosu.com:80/postings/66711.

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Architecture Library Hosts Pause 4 Paws https://library.osu.edu/blogs/architecture/2015/12/02/architecture-library-hosts-pause-4-paws/ https://library.osu.edu/blogs/architecture/2015/12/02/architecture-library-hosts-pause-4-paws/#comments Wed, 02 Dec 2015 18:05:11 +0000 deavers.4@osu.edu http://library.osu.edu/blogs/architecture/?p=1475 Pause 4 Paws returns to the Architecture library next week!

Therapy dogs Allie and Annie will be in the library providing stress relief for students. Dogs will visit on December 10-11 from 11a-1p.annieallie



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Copyright Roundup, Part II https://library.osu.edu/blogs/copyright/2015/11/30/copyright-roundup-part-ii/ https://library.osu.edu/blogs/copyright/2015/11/30/copyright-roundup-part-ii/#comments Mon, 30 Nov 2015 15:03:43 +0000 Maria Scheid http://library.osu.edu/blogs/copyright/?p=959 In Copyright Roundup Part I we discussed the fair use of an “aesthetically displeasing” photograph, copyright protection for cheerleading uniforms, and copyright ownership for non-human authors. In this post we will discuss the latest development in the Google Books litigation, fair use considerations in issuing DMCA takedown notices, and the public domain status of Happy Birthday to You.

Another fair use win for Google in most recent Google Books lawsuit.

Many of our readers are familiar with the Google Books litigation which began in 2005 when a number of publishers and the Authors Guild brought separate lawsuits against Google for Google’s Library Project.[1]  As part of the project, Google partners with research libraries to digitize works in the participating libraries’ collections. Digital scans of books are indexed and added to Google Books, providing the public with the ability to do full-text searches of terms within the books. Users can use the full-text search function in Google Books to determine how many times a particular term appears in any book within the Google Book collection. Absent an agreement with the copyright owner, Google does not provide the full scans to the public. Users can, however, see snippets of text containing the searched-for terms. Additionally, Google provides a digital copy of the scanned book back to the submitting library.

On October 16, 2015, the Second Circuit affirmed the lower court’s decision, holding Google’s digitization activities to be a transformative fair use. In analyzing the fair use factors, the court identified Google’s new purpose in providing otherwise unavailable information about the books, allowing users to identify works that include (and do not include) terms of interest. The court also found the snippet view to add important value to the search function, providing users with the context necessary to determine if the book fell within their scope of interest. While Google is a for-profit company, the Google Books project is provided as a free service without advertising. The court found Google’s ultimate profit motivation was not enough to deny a fair use finding in light of other factors, including its transformative purpose in using the works.

The court held that use of the entire work was reasonably appropriate to achieve the transformative purpose of enabling a full-text search function. For the snippet view feature, Google had a blacklisting process in place to permanently block about 22% of a book’s text from snippet view. In addition, researchers for Authors Guild were only able to access an aggregate of 16% of a text. The fragmented and scattered nature of the snippets results in an insubstantial amount of the work being displayed.

The court held the search and snippet view functions did not serve as a competing substitute for the original works. While snippet view may cause some loss of sales it did not rise to the level of meaningful or significant effect upon the potential market or value of the copyrighted work required to tilt the fourth factor in favor of the Authors Guild.

Finally, the court held that providing library partners with the digital copies of the works in their own collections was not infringing. Whether the libraries would then use the copies for infringing purposes was mere speculation and insufficient to place Google as a contributory infringer.

Why does it matter?

Despite ongoing litigation, Google continued their partnerships with libraries to digitize works in library collections, meaning they faced huge potential costs in damages. Consequently, this decision was a big fair use for Google, partnering libraries, and the public who use Google Books.

In his opinion, Judge Leval emphasized the goal of copyright to expand public knowledge and understanding, making the public, rather than the individual author or creator of a work, the primary beneficiary of copyright. Google’s activities served this goal. Public knowledge was augmented by making available information about the scanned books without serving as a substantial substitute for the copyrighted works.

The Authors Guild has indicated their intention to appeal the ruling but it will be up to the U.S. Supreme Court to decide whether they will hear the case.

Continue reading

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GEO LIB digital New Book Shelf: December 2015 https://library.osu.edu/blogs/geology/2015/11/25/geo-lib-digital-new-book-shelf-december-2015/ https://library.osu.edu/blogs/geology/2015/11/25/geo-lib-digital-new-book-shelf-december-2015/#comments Wed, 25 Nov 2015 16:00:10 +0000 dittoe.1@osu.edu http://library.osu.edu/blogs/geology/?p=554 Alfred Wegener [electronic resource] : science, exploration, and the theory of continental drift Ammonoid paleobiology : from anatomy to ecology  Ammonoid paleobiology : from macroevolution to paleogeography  Chemical, Physical and Temporal Evolution of Magmatic Systems Deep-well injections and induced seismicity : understanding the relationship  Diverse excursions in the Southeast : Paleozoic to present  Elevating geoscience in the southeastern United States : new ideas about old terranes : field guides for the GSA Southeastern Section Meeting, Blacksburg, Virginia, 2014  Exploring the northern Rocky Mountains  First giant raptor (Theropoda: Dromaeosauridae) from the Hell Creek Formation Flying Dinosaurs : How Fearsome Reptiles Became Birds  Formation of the Sierra Nevada batholith : magmatic and tectonic processes and their tempos  Four Revolutions in the Earth Sciences : From Heresy to Truth  Geochemistry: Exploration, Environment, Analysis:  November 2015; Vol. 15, 4 Geologic assessment of undiscovered oil and gas resources of the U.S. portion of the Michigan Basin  Geologic field trips along the boundary between the Central Lowlands and Great Plains : 2014 Meeting of the GSA North-Central Section  Geologisches Jahrbuch. Reihe A, Heft 162 Human impacts on landscapes : sustainability and the role of geomorphology Industrial Structural Geology: Principles, Techniques and Integration Interdisciplinary earth : a volume in honor of Don l. Anderson Interpretation of three-dimensional seismic data Journal of the Geological Society:  November 2015; Vol. 172, 6 Large meteorite impacts and planetary evolution V Micro-XRF studies of sediment cores : applications of a non-destructive tool for the environmental sciences  Petroleum Geoscience:  November 2015; Vol. 21, 4 Proceedings of the Yorkshire Geological Society:  November 2015; Vol. 60, 4 Quarterly Journal of Engineering Geology and Hydrogeology:  November 2015; Vol. 48, 3-4 Recollections of a petrologist Ring of fire : an encyclopedia of the Pacific Rim’s earthquakes, tsunamis, and volcanoes  Rock Deformation from Field, Experiments and Theory: A Volume in Honour of Ernie Rutter Scottish Journal of Geology:  November 2015; Vol. 51, 2 Sedimentary Basins and Crustal Processes at Continental Margins: From Modern Hyper-extended Margins to Deformed Ancient Analogues Sky & Telescope Earth globe Stable isotope geochemistry  Stratigraphy and paleolimnology of the Green River formation, western USA  Systematic Descriptions:  Infraorder Glypheidea Tertiary Deep-Marine Reservoirs of the North Sea Region Thermodynamics and applications in hydrocarbons energy production  Trials and tribulations of life on an active subduction zone : field trips in and around Vancouver, Canada  Tripping from the fall line : field excursions for the GSA annual meeting, Baltimore, 2015  Unusual central Nevada geologic terranes produced by late Devonian antler orogeny and Alamo impact Volcanic Geology of São Miguel Island (Azores Archipelago)  If you would like video instructions for setting up search alerts for new items in Ebsco, please click here. ]]> https://library.osu.edu/blogs/geology/2015/11/25/geo-lib-digital-new-book-shelf-december-2015/feed/ 0 Sierra Upgrade Scheduled for December 17, 2015 https://library.osu.edu/blogs/it/sierra-upgrade-scheduled-for-december-17-2015/ https://library.osu.edu/blogs/it/sierra-upgrade-scheduled-for-december-17-2015/#comments Tue, 24 Nov 2015 19:32:18 +0000 henley.77@osu.edu http://library.osu.edu/blogs/it/?p=3627 The Plan: Upgrade to Sierra 2.0 Service Pack 3
  • December 17, 2015 starting at 5:00pm
  • Sierra & library catalog will be unavailable for approximately 2 hours

Enhancements after Upgrade


  • Fiscal Close function will have a confirmation message when the process is completed.
  • Sierra SDA will have an indication as to which Fiscal close method is being used.
  • Acquisitions will be enhanced to parse GST when defined appropriately by a vendor in a Serials invoice
  • Acquisitions will be enhanced to parse VAT when defined appropriately by a vendor in a Serials invoice
  • Output Vouchers will send vendor code and foreign currency elements simultaneously


  • Limit option to allow for post-search limiting will be added in Sierra SDA for remote searches
  • Direct indexed searches will display browse list of similar items when “back to browse” is selected in SDA
  • Statistics group limit expanded to 5000
  • Link maintenance will update records on-the-fly


  • Library designated status for LIB USE ONLY will return to LIB USE ONLY if the status is changed manually and then cleared (IUG)
  • Some libraries would like to handle damaged materials in the same way that lost items are handled, but need to track them separately from lost items. This functionality will allow for a better workflow for damaged materials.
  • Staff will have the option to be alerted when a patron account will be expiring.
  • Autofill turned off for birthdate fixed field for new patron records.
  • When checking in large number of items, it will be possible to have a running count of checked in items (IUG)
  • It will be possible to use Print Templates to create templates for date due receipts.
  • It will be possible to print out the Course Reserves list in a user-friendly format.
  • When printing a patron’s fines from the patron record Fines tab, it will be possible to show the total amount due as well as individual fines.
  • There will be an option to include an explanation for why a charge was adjusted for patrons. This will be stored in fines history.
  • Days Closed table limit expanded to 5000
  • Agency code limit expanded.

Continue reading

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Access the November 2015 Issue of “Research Development and Grant Writing News” https://library.osu.edu/blogs/researchcommons/2015/11/24/november-2015-issue/ https://library.osu.edu/blogs/researchcommons/2015/11/24/november-2015-issue/#comments Tue, 24 Nov 2015 17:36:06 +0000 Jeff Agnoli http://library.osu.edu/blogs/researchcommons/?p=4234 The Office of Research provides a campus-wide subscription to this excellent newsletter; see http://go.osu.edu/grantwritingnews (OSU login required).

The November 2015 issue includes:

  • Win Your Grant on Page 1
  • NSF’s New Public Access Plan
  • The Proposal Editor’s Checklist
  • Partnerships for Enhanced Engagement in Research
  • Proposals for Basic Research: Why You Need a Theoretical Framework
  • Agency News, Reports, and New Funding Opportunities, etc.

Quick Hits

Summary of Upcoming Significant Changes to the NIH Grants Policy Statement Link
NIH All About Grants Podcast Link
NSF’s Public Access Plan: Today’s Data, Tomorrow’s Discoveries Link
Partnerships for Enhanced Engagement in Research (PEER) Link
NEH Next Generation Humanities PhD Grants Link
NSF Presentation on Faculty Early Career Development Program (Nov. 2015) Link
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Some Advice for Surviving Your First Year in a Doctoral Program https://library.osu.edu/blogs/mujerestalk/2015/11/24/some-advice-for-surviving-your-first-year-doctoral-program/ https://library.osu.edu/blogs/mujerestalk/2015/11/24/some-advice-for-surviving-your-first-year-doctoral-program/#comments Tue, 24 Nov 2015 11:00:11 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3315 Graduate School of Education Diploma Ceremony. Photo by Bruce Gilbert. Flickr Forhdhamalumni. CC BY-NC-ND 2.0

Graduate School of Education Diploma Ceremony. Photo by Bruce Gilbert. Flickr Forhdhamalumni. CC BY-NC-ND 2.0

By Irma J. Diaz-Martin, Tanya Erazo. Introduction by Sujey Vega 


Many doctoral students are nearing the end of the Fall semester or quarter in their programs and for those in their first year this often means having the reality check that this graduate school is a whole different ball game with a whole new set of rules. By now you should be thinking through your final research paper for seminar, sifting through external readings, developing your thesis, and outlining your paper. If you haven’t started, get going. November has begun and here comes that week long event of drafting, eating, revising, eating, and revising we call Thanksgiving (uh, yes, in grad school we work through holidays).

The end of my first semester in a doctoral program was a terrifying experience. I feared my papers weren’t good enough, my arguments were weak, and my true role as a charlatan would be revealed. I can thankfully say that I survived that first semester, and am motivated to help current students to develop strategies for avoiding or managing those fears. I’ve asked individuals from the Facebook group, Latinas Completing Doctoral Degrees, to provide some words of wisdom. Though I completed my doctoral degree 7 years ago, I continue to appreciate their notifications on my feed because they are incredibly supportive and a wonderful resources for those entering, surviving, and completing their doctoral degree. Here, they offer you, incredibly talented yet possibly anxious reader, some friendly advice on what they wish they had known their first year.

Researching With an Open Mind

By Irma J. Diaz-Martin


Obtaining my doctoral degree is making my long life dream reality, as it is a way of showing my family how much I appreciate all of their hard work, struggles, and sacrifices they made for me.  My childhood memories are filled with the image of my parents working in the back-breaking agricultural field of the hot New Mexico scorching sun, earning an honest day of work.  It is a way of leading by example as I encourage all Latinas to succeed and continue working towards their degree of choice.  Pursuing an advanced study now enables me to encourage others through mentorship and giving back by having the ability to stand in front of a classroom and teach others how to succeed.  Lastly, it is the ability to fulfill my belief in being a lifelong learner as I seek to continue finding solutions in making the workplace a more productive and employee friendly environment for my brothers and sisters serving in law enforcement through research.

I am the first in my family to graduate from college, and now the first doctora.  Failure was not an option and I made it.  So what advice to do I have for my hermanas who are in the battlefield trenches of a doctoral program right now?  I followed some very simple and practical advice from professors who were willing to share their knowledge and keys to success.  They were as follows:

·      Start your first year with the intent of reading and studying widely in your chosen fields. This will lead you to identify your topics of interest, and, eventually, your dissertation topic. Keep track of your readings, take notes, identify experts in the field, first sources, and themes.

·      Read, read, and read while keeping all citations in a program such as EndNote or RefWorks to manage your bibliographies, citations, and references.

·      Always read and research with an open mind.  Seek to explore your interests in your chosen field of study, with the purpose of identifying what is known while also attempting to identify areas of your study which have been unexplored.  Think about how your contribution of knowledge will expand your field of study.  Approaching seminar papers in this manner will open up your horizons by helping you identify your topics of interest and unexplored research for the formulation of your research questions.

·      Use technology to your advantage.  You can use your phone and tablet to make notes when you wake up in the middle of the night with ideas for your projects and/or dissertation.  Jot your ideas down so you remember them the next day.  If you don’t have anything technological at hand, use a pen and note pad!

Follow all of the above from the start and you will have some material to build on when you get to later stages of doctoral program. Lastly, don’t forget to take care of yourself and loved ones while you completing your program as it becomes all consuming.  Y recuerda, todo es possible con ganas y determinacion!

Financing and Community

By Tanya Erazo

This is getting harder and harder to procure, but do not pay for a doctoral degree. They should pay you — tuition and a stipend. There are so few of us Latinas getting these degrees and we had to overcome a lot of things to garner admittance into doctoral programs. So, we should be taken care of when we arrive. Also, find students like you. My friends who are first-gen and/or doctoral students of color and I are a collaborative community. We share reading materials, scholarship opportunities, etc. with one another. Overall, stay close to your community — whether that be family, friends (in your field and outside of your field). Call them, visit them, live with them, whatever! You will need their support.

Lastly, find mentors who understand you. Reach out to a successful Latino, Person of Color, LGBTQ+ student or professional in your field who can guide you. Listen to their advice, but ultimately make up your own mind. I will never forget the Latinos who were straight up strangers who have helped me out. I am lucky that I am not shy because I would just send emails to people telling them I’d read their work or knew them through such and such conference, and ask them “Can we talk?” During one of these meetings, a Latino Vice President for Academic Affairs and Provost of a university graciously took the time to help me conceptualize a potential dissertation idea before I was even admitted to a doctoral program. I will never forget what he told me. After I thanked him profusely for his time, he said something to the effect of, “We don’t have many Latinos in academia to mentor us.” He urged me “When you get in a position to do so, I just ask that you help another Latino or Latina.” We should all aspire to do this. We didn’t get here alone; it’s a community effort. Let’s not forget that when it’s time to help the next student.

Sujey Vega is on the Editorial Group for Mujeres Talk and is an Assistant Professor of Women and Gender Studies at Arizona State University. Dr. Diaz-Martin recently graduated from Brandman University, part of the Chapman University System, with her Doctor of Education in Organizational Leadership (Ed.D.).  Her research interests are law enforcement culture, generational cohorts, and organizational leadership.  She currently serves as a Board of Director for the California Association of Criminal Investigators (CACI), which represents over 500 members.  Dr. Diaz-Martin is pursuing her passion in adult education as an adjunct professor and certified instructor for police academies in the State of California.  She is a member of the Benevolent and Protective Order of Elks (BPOE), the Rotary Club, and United Way Women’s Leadership Council. Tanya Erazo, MA, CASAC-T, is a doctoral student in clinical psychology at the City University of New York (CUNY) Graduate Center. She is in her second year and currently balancing research, coursework, clinical work, and teaching responsibilities

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How to find Librarians https://library.osu.edu/blogs/askafriend/2015/11/18/how-to-find-librarians/ https://library.osu.edu/blogs/askafriend/2015/11/18/how-to-find-librarians/#comments Wed, 18 Nov 2015 17:44:00 +0000 lang.353@osu.edu http://library.osu.edu/blogs/askafriend/?p=161 Many of you may not know, but OSU has librarians. Yes, the mythical librarians!

Our librarians are not your stereotypical librarians.  They each have a subject that they excel in. Feel free to contact a subject librarian for assistance with research queries, reference questions, buying a book for the collection, recommendations of journal titles, and other general questions related to library services.

Now I bet you are wondering how do I contact a subject librarian?

Step 1: Go to library.osu.edu

Step 2: Go to the Find tab, follow that to the People tab and click.

Step 3: Click on the middle link for subject librarians and find the librarian who has your subject.

There are also business cards for most librarians behind the information desk in Thompson Library.

I highly suggest that you contact them via phone or email. If you want to meet in person, please make an appointment with the librarian.

I hope this helps with your researching :)


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Scalar Hands On Workshop Dec 1st Room 149 https://library.osu.edu/blogs/dhstudygroup/2015/11/17/scalar-hands-on-workshop-dec-1st-room-149/ https://library.osu.edu/blogs/dhstudygroup/2015/11/17/scalar-hands-on-workshop-dec-1st-room-149/#comments Tue, 17 Nov 2015 18:10:35 +0000 Meris Mandernach http://library.osu.edu/blogs/dhstudygroup/?p=103 The final digital humanities study group is set to meet on December 1st from 12-1pm. This group began over the summer to discuss readings and decided to continue to develop librarian and library staff skills through additional discussion and hands on experiences.
On December 1st, join us as Sarah Falls leads a hands-on training of the tool SCALAR: http://scalar.usc.edu/scalar/
We will meet in room 149 from 12-1pm on December 1st.
Hope to see you there!

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Release Notes, 2015.11.12 https://library.osu.edu/blogs/it/release-notes-2015-11-12/ https://library.osu.edu/blogs/it/release-notes-2015-11-12/#comments Thu, 12 Nov 2015 20:00:16 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3598 Image Collections
less than fifteen minutes downtime is expected.

  • Update Data labels for patrons
  • Rights Statements
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Reflecting with Dana Walrath on Comics, Medicine, and Memory https://library.osu.edu/blogs/cartoons/2015/11/12/reflecting-with-dana-walrath-on-comics-medicine-and-memory/ https://library.osu.edu/blogs/cartoons/2015/11/12/reflecting-with-dana-walrath-on-comics-medicine-and-memory/#comments Thu, 12 Nov 2015 15:49:40 +0000 Caitlin McGurk http://library.osu.edu/blogs/cartoons/?p=3241 Dana Walrath

“Comics remind us of something deep inside ourselves that we’ve forgotten.”
This is how Dana Walrath explains the subconscious power of comics, and why they have inspired her work as a medical anthropologist, a storyteller, and a caregiver. On the afternoon of Friday, November 6th Dana came to speak about her book Aliceheimer’s, and how her mother Alice’s experiences with dementia guided Dana towards graphic storytelling.

“For a moment, be like someone with dementia, holding onto those earliest memories,” Dana began. “Most of them are visual. Pictures tap into subconscious processes for both the composer and the reader.” This is where Dana embarked on her exploration of Graphic Medicine, a movement that seeks to heal through comics. “Subconsciously we associate comics with laughter, and all of us need permission to laugh at sickness,” Dana explained. “Laughter is respite; it gives us new ideas of how to cope.”

Dana certainly had us laughing, with colorful anecdotes of her mother’s “altered magic state.” But there were plenty of teary eyes in the room (mine included, I’ll admit!) as she addressed matters that affect us all: how to tell stories for and about our aging loved ones, and how these stories can heal. With humor, grace, and insight, Dana provided us with a healthy dose of graphic medicine for the mind.

Dana’s new book, Like Water on Stone, is a YA novel about a family’s journey during the Armenian Genocide. You can read more about Dana’s work on her website: http://danawalrath.com/

Thank you to all who attended this inspiring event!


Guest post by Amy Chalmers, Program Assistant at The Billy Ireland Cartoon Library & Museum

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“If you are really bad The President will call your dean and shame you” https://library.osu.edu/blogs/researchcommons/2015/11/12/if-you-are-really-bad/ https://library.osu.edu/blogs/researchcommons/2015/11/12/if-you-are-really-bad/#comments Thu, 12 Nov 2015 14:00:20 +0000 Amanda Rinehart http://library.osu.edu/blogs/researchcommons/?p=4219 NASA Spacewalk

Image source: NASA on The Commons (flickr)

Yes, the title is an actual answer to the question of “What if I can’t do what I originally promised to do in my DMP [data management plan]?” While it is followed by the phrase “Just kidding”, it goes on to state that “awardees who do not fulfill the intent of their DMPs may have continuing funds withheld and this may be considered in the evaluation of future proposals”. So are they kidding about that too? That was my question in a recent blog, entitled “Does the Data Management Plan Matter?

We’ve recently gotten some answers to that question. For those of you just starting to explore this topic, the Data Management Plan (DMP) that I’m referring to is the one that many federal funding agencies have started to require as part of their grant application process. The following four items seem to indicate that the DMP is pretty important:

1) The NEH just released all of the Data Management Plans from successful grant applications to the Digital Humanities Start-Up, Digital Humanities Implementation, and/or Digging into Data grant programs. This comes in response to a number of Freedom of Information Act (FOIA) requests. They note that as more resources to researchers have become available, “the quality and the importance of the plans has generally increased”.

2) Data librarians have observed more DMP Requests For Information from grant review panels, so it’s not much of a surprise that we’re starting to hear about grant rejections due to inadequate DMPs. As Michael Jackson, NSF Antarctic Research and Logistics Integration Program Manager, noted at a recent conference “If you don’t put data into a repository per your data plan, you don’t get funded again…The other way of compliance is, as I mentioned, is the peer review process where your, your, your research colleagues will actually, you know, look at how you are doing things, they know who in the community is and isn’t sharing data freely, and they will make sure through the comment process of the proposal that it’s, that you are called out, or that you are also given kudos if you are particularly good at collaborating” (about 45 minutes into the video).

3) In another effort to support researchers in their compliance with DMP expectations, the NSF just announced more than $5 million towards the creation of Big Data Regional Hubs. Our hub covers 12 states and will be coordinated by the University of Illinois at Urbana-Champaign.

4) Do you find all this talk about the data sharing component of a DMP stressful? You are not alone! In fact, we have a new phrase to describe this: data tension, or the “Human tension and/or stress related to the sharing or release of data resulting from concerns about: (a) unknowns about users, uses, and what users will learn from the data before the data producers themselves learn it; (b) what users will learn from the data; (c) data quality; (d) data traceability (or lack thereof); (e) potential requests for additional documentation and metadata; (f) potential questions concerning methodology used to produce the data; (g) lack of resources to support data sharing; (h) governance; (i) social or political interests and impact; (j) data ownership; (k) the desire to ‘hold back’ data to give researchers the time to publish articles based on those data; and/or (l) perceived risk of data misuse or misinterpretation.”

If you are writing a Data Management Plan, and would like some assistance, try out the DMPTool.org, or contact OSU’s Data Management Services Librarian, Amanda Rinehart, at rinehart.64@osu.edu.

If you are interested in learning more about these changing expectations and OSU resources, please attend:

Federal Public Access Plans: Information for Researchers (Panel Discussion)

Who: OSU faculty, staff, postdocs, and graduates

When: Thursday, November 19, 1:00-2:30pm

Where: Thompson Library, Room 165

Register: https://library.osu.edu/researchcommons/event/federal-public-access-panel/

Wondering how federal agency public access requirements will impact your work as an Ohio State researcher? Curious about the services offered across the university to assist researchers in meeting these new expectations? Join a panel of experts to learn more about how to ensure compliance with new and existing public access policies and who can help. These topics and your questions will be discussed by the following panel:

Sandra Enimil, Head of the Copyright Resources Center, University Libraries

Karla Gengler-Nowak, Grants & Contracts Administrator, College of Optometry

Aimee Nielsen-Link, Director, Health Sciences Office, Office of Sponsored Programs

Amanda Rinehart, Data Management Services Librarian, University Libraries

Maureen Walsh, Institutional Repository Services Librarian, University Libraries

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Geography Awareness Week November 16-21, 2015 https://library.osu.edu/blogs/maps/2015/11/10/geography-awareness-week-november-16-21-2015/ https://library.osu.edu/blogs/maps/2015/11/10/geography-awareness-week-november-16-21-2015/#comments Tue, 10 Nov 2015 22:18:06 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=256 National Geographic’s Geography Awareness Week is here!

Be sure to drop by Thompson Library on Wednesday, Nov 18 for GIS Day from 11am-4pm.

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Explore the Ecological Tapestry of the World https://library.osu.edu/blogs/maps/2015/11/09/explore-the-ecological-tapestry-of-the-world/ https://library.osu.edu/blogs/maps/2015/11/09/explore-the-ecological-tapestry-of-the-world/#comments Mon, 09 Nov 2015 18:49:07 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=254 ESRI and the USGS have combined to produce  EcoExplorer (centered on Columbus) for armchair ecologists.

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Stop the World- I Want to Get Off! https://library.osu.edu/blogs/archives/2015/11/06/stop-the-world-i-want-to-get-off/ https://library.osu.edu/blogs/archives/2015/11/06/stop-the-world-i-want-to-get-off/#comments Fri, 06 Nov 2015 15:11:54 +0000 mares.12@osu.edu http://library.osu.edu/blogs/archives/?p=5167 The year is 1966. Novice Gail Fawcett is President of the University. Two brand new residence halls have just opened on campus: Archer House and Morrill Tower. October will be a big month for Ohio State with the groundbreaking for the Newark Branch Campus and Marion Branch Campus on October 27th and 28th respectively.  Then on November 1st  members of the Ohio State University Touring Company departed Columbus for Thule Air force Base in Greenland.brochure

The Ohio State University Touring Company partnered with the United Service Organization (USO) and the American Educational Theatre Association (AETA) to perform the musical “Stop the World – I Want to Get Off” for troops in the Northeast Area. The students performed in front of troops as part of the North Atlantic Command Tour, which visited: Greenland, Labrador, Newfoundland, Iceland.  Ohio State was given this opportunity to perform abroad by applying to the USO directly and was one of a select few universities to be chosen.

George Crepeau

George Crepeau

The musical comedy centers around the life of a character named Littlechap “whose ambition and good luck lead him to…success”[1]. Ted Pettit played the main character and was supported by Bev Pettit.  Dr. Crepeau, director of the musical, managed to help his cast perform a difficult musical to a well deserving audience outside of the United States.  Because of the demands of the musical, students were required to continue rehearsals abroad.

This was one of many trips that Dr. Crepeau would take his students on during his tenure at OSU. In 1984 Dr. Crepeau would take his other students to Berlin and Moscow to see several different musicals and plays as part of a larger effort to introduce students to different types of theatre.

According to the financial statements, the tour cost $935.24 to produce. $384.61 was spent on costumes, $204.47 on lighting, $55.86 on shipping charges, $194.07 on Hardware and misc., $15 on make-up, $10.39 on music, and $70.84 on publicity.

AETAOverall, the tour was a great experience for the students to perform at venues and for diverse audiences which would not have been possible without the USO and AETA. Most importantly thought, it gave the University a chance to give back to U.S. troops stationed abroad during a time when many other students across the country began protesting the Vietnam War and those serving in the military.

Information for this blog was provided by the newly accessioned materials from the Department of Theatre.

[1] Fenton, Charles G. “‘Stop the World’ Triumphs in U – Hall.” OSU Lantern [Columbus] 1 Dec. 1965: n. pag. Print.

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Population Research Seed Grants – Call for Proposals https://library.osu.edu/blogs/researchcommons/2015/11/06/population-research-seed-grants/ https://library.osu.edu/blogs/researchcommons/2015/11/06/population-research-seed-grants/#comments Fri, 06 Nov 2015 14:48:09 +0000 Jeff Agnoli http://library.osu.edu/blogs/researchcommons/?p=4194 Institute for Population Research 2016 Seed Grant Announcement

Deadline for applications: Wed, Dec 9, 2015, 4:00 p.m.

IPR offers seed grants to nurture research projects consistent with IPR’s mission to promote population science research. IPR favors multi-disciplinary collaboration. Applications from junior faculty and from faculty new to population and health research are especially encouraged.

Funding for this seed grant program is drawn primarily from IPR’s NICHD P2C award. See below for the scientific mission of the NICHD Population Dynamics Branch [PDB]. Priority is given to research which falls within one or more of IPR’s four thematic areas: (i) Fertility and Reproductive Health; (ii) Union Formation/Dissolution; (iii) Health and Development through the Life Course; (iv) Migration. If you are unsure if your research fits, you are welcome to discuss with IPR Director John Casterline.

See: https://ipr.osu.edu/seedgrants for examples of past IPR seed grants.

The goal of this program is to seed projects which have the potential to compete successfully for external awards — NIH, NSF or other agencies that fund research encompassed by the NICHD/IPR mission. Hence it is expected that seed grants will lead to the submission of a grant proposal. It is also expected that IPR will receive a portion of the indirects (e.g. 10%-20%) when an external award is secured.

The structure of seed grant projects, and the activities which they fund, can take many forms. IPR is deliberately flexible, within the boundaries set by the above criteria. In general, seed grant projects fall into one of two classes:

  1. Small and focused. This class is the “traditional” IPR seed grant. Typically these projects have 1-2 investigators, 12 months’ duration (with option for no-cost extension), and a budget of $15,000 – $30,000. R01, R21, and R03 applications to NIH are common outcomes.
  2. Large multi-investigator project. These projects should involve 3+ investigators; maximum duration is 24 months, and maximum budget is $75,000. The expected outcome is a program project submission to NIH (P01), multiple NIH R01 applications, or the equivalent. IPR has established this new mechanism because of an appreciation for the challenge of organizing the scientific team and preparing the preliminary evidence and infrastructure required to compete successfully for external funding for large projects. IPR gives priority to interdisciplinary teams of scholars who propose projects with innovative scientific aims and/or research designs, projects which will contribute to building IPR as a research center, and projects which effectively take advantage of other emerging strengths and investments at Ohio State, in particular the Discovery Theme initiatives.

Application Format and Deadlines

Applications must comply with IPR application format. Please contact Jill Morris [morris.856@osu.edu] for templates.

New this year:

  • Junior faculty must have a mentor identified on the application
  • NIH new biosketch format
  • Preference for investigators not previously funded in the last 4 years

Allowable expenses under IPR seed grants include: investigator salary (academic year or summer); GRA stipend and tuition; research materials, data acquisition; preliminary analysis (including software development); pilot fieldwork and instrument development; meetings with visitors and shared support for multidisciplinary teams of researchers (including travel expenses); consultation with collaborators and experts outside OSU.

Formats for the two types of applications (#1 and #2 above) are as follows:

  1. Small projects. The application consists of text describing the proposed work (maximum 4 pages, plus references), a cover page, budget page and justification and NIH new format biosketch.
  2. Large projects. The application consists of text describing the proposed work (maximum 6 pages, plus 1 page for references), a cover page, budget page and NIH new format biosketch for each investigator. The text should first discuss the scientific themes which tie together the separate sub-projects, followed by sections describing each sub-project. Additional sections should discuss:
    1. How the proposed project will contribute to the development of IPR as an interdisciplinary population and health research center. It is expected, for example, that project infrastructure will be based in IPR, to the extent appropriate and feasible. You are encouraged to discuss in advance with IPR Director Casterline the resources IPR currently offers to support research projects as well as emerging plans for expanding IPR capabilities (e.g. in data and computing services).
    2. How the proposed project will take advantage of other existing and emerging initiatives and resources at Ohio State.

Applications must be received by Wed, Dec 9, 2015 at 4:00 p.m.

Submit to Jill Morris [morris.856@osu.edu]. Review will be completed by Jan 14, 2016 and earliest start-date will be May 1, 2016.

NICHD Population Dynamics Branch [PDB] scientific mission:

PDB supports research in demography, reproductive health, and population health:

  • In demography, the Branch supports research on the scientific study of human populations, including fertility, mortality and morbidity, migration, population distribution, nuptiality, family demography, population growth and decline, and the causes and consequences of demographic change.
  • In reproductive health, the Branch supports behavioral and social science research on sexually transmitted diseases, HIV/AIDS, family planning, and infertility.
  • In population health, the Branch supports data collection and research on human health, productivity, behavior, and development at the population level, using such methods as inferential statistics, natural experiments, policy experiments, statistical modeling, and gene/environment interaction studies.
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Printer Locations https://library.osu.edu/blogs/askafriend/2015/11/04/printer-locations/ https://library.osu.edu/blogs/askafriend/2015/11/04/printer-locations/#comments Wed, 04 Nov 2015 18:32:04 +0000 lang.353@osu.edu http://library.osu.edu/blogs/askafriend/?p=165 So everyone knows we have printers at the library, but do you know where those printers are at?

At Thompson Library we have a total of 10 printers and 2 copiers/scanners.

One thing you should know is that the printers only go up to the fourth floor, you can still print from other floors you will just have to go down to a printer.

Ground Floor(same floor as the café): 1 Printer

Printer li045- It is located by the computers.  It only prints black and white

First Floor: 4 printers and 2 copiers/scanners

Printer li145- Located in the southwest corner of the building, prints only black and white

Printer li140- Located in the Northwest corner of the building, this printer is a multifunction printer meaning that it not only prints black&white and color, it also does scanning and copying as well.

Printer li160- Located in the computer lab room 160, on the western side of the building.  It does black and white for regular printing, however this room also has a plotter printer or poster printer which can do color as well as black and white.

Printer li110- Located on the eastern/oval side of the building, near the circulation desk.  Prints black and white.

Second Floor: 3 Printers

Printer li240- located on the north western side of the library, just outside the buckeye reading room.

Printer li220- Located on the northern side of the stacks, in the middle of Thompson. This printer is a multifunction printer, meaning it not only prints black&white and color, it does copying and scanning as well.

Printer li215- Located in the microform section, south east side outside of the grand reading room.   Prints only black and white.

Third Floor: 1 Printer

Printer li340- Located in the northwest corner of the library. Prints only black and white.

Fourth Floor: 1 Printer

Printer li445- Located in the southwest corner of the library. Prints only black and white.

I hope you this guide helps you find a printer. We also have a printing brochure with a map of all our printers.


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Copyright Roundup, Part I https://library.osu.edu/blogs/copyright/2015/11/02/copyright-roundup-part-i/ https://library.osu.edu/blogs/copyright/2015/11/02/copyright-roundup-part-i/#comments Mon, 02 Nov 2015 16:32:58 +0000 Maria Scheid http://library.osu.edu/blogs/copyright/?p=952 The past few months have seen a number of interesting trials and developments in copyright law. We are providing a two-part Copyright Roundup to summarize those cases you may have missed and to let you know why they are important. In part I, we discuss embarrassing photos, cheerleading uniforms, and monkey selfies.

Blogger’s use of “aesthetically displeasing” photograph of Miami Heat investor still a fair use.

We first covered the facts in the Katz v. Chevaldina case in our blog post, “Copyright as an Instrument for Censorship?”, noting that Mr. Katz had filed an appeal of the district court’s finding that defendant Irina Chevaldina was entitled to summary judgement based on a fair use defense. On September 17, 2015, the 11th Circuit released their opinion, affirming the lower court’s decision. Analyzing the purpose and character of use, the court found every use of the Mr. Katz photo to be primarily educational, rather than commercial (educating others about the nefariousness of Mr. Katz) and use of the photo to be transformative (Chevaldina used the photo to ridicule and satirize Mr. Katz’s character). When considering the nature of the copyrighted work, the court found the previously published photo to be primarily a factual work (the photo was a candid shot and the court found no evidence to establish that the photographer attempted to “convey ideas, emotions, or influence Katz’s expression or pose”.[1] Finally, the use of the photo would not materially impair Katz’s incentive to publish the work—because Katz obtained ownership to prevent publication, there was no market for the original work.

Why does it matter? Katz’s conduct in initiating this lawsuit raised some big questions about the role of copyright law in censoring speech. In this case, Katz’s attempt to use copyright law as a shield against unwanted criticism ended up helping to strengthen Chevaldina’s fair use defense. The court’s central question under the fourth fair use factor was whether Chevaldina’s use of the photo would cause substantial economic harm that would impair Katz’s incentive to publish the photo. By obtaining the copyright in the photo and initiating a lawsuit to prevent publication of the photo, however, Katz demonstrated his desire to stop any use of and access to the photograph. The court held that Chevaldina’s use of the photo did not impair Katz’s incentive to publish the photo because Katz had no incentive to publish the photo and the likelihood of Katz changing his mind was “incredibly remote.”

The court also had an interesting analysis of the factual nature of the photograph. For a thoughtful discussion of this point, read Kevin Smith’s post, “Photography, Fair Use and Free Speech.”

Copyright protection for cheerleading uniforms: Varsity Brands v. Star Athletica

Varsity Spirit Corporation and Varsity Spirit Fashions and Supplies, Inc. (Varsity) designs and manufactures cheerleading apparel and accessories, having received copyright registrations for many of their design sketches. These designs included different combinations and arrangements of stripes, zigzags, chevron, and color blocks. The question on appeal was whether these elements were needed to make a cheerleading uniform or whether the design elements could exist separately from the uniform.

On August 19, 2015, the Sixth Circuit reversed the district court’s decision that Varsity’s designs were not physically or conceptually separable from the utilitarian function of the cheerleading uniform, holding that the graphic designs on Varsity’s cheerleading uniforms were separate and therefore copyrightable. The Court distinguished Varsity’s design from dress designs, which typically do not receive copyright protection.

Why does it matter? U.S. copyright does not protect useful articles. Useful articles are articles that have a utilitarian function beyond portraying the appearance of the article or conveying information. To the extent that a work includes a useful function, copyright will only protect those original elements of the work that can be independently separated from the useful function of the work.

Prior to this case, the Sixth Circuit (binding authority for Ohio’s federal district courts) had not adopted an approach for determining separability. After reviewing the approaches taken by other circuits, the Sixth Circuit decided to adopt a hybrid approach to determine if a particular design is a copyrightable pictorial, graphic, or sculptural work. To make this determination, the following questions must be asked:

  1. Is the design a pictorial, graphic, or sculptural work?
  2. If yes, is it a design of a useful article?
  3. If the design is of a useful article, what are the utilitarian aspects of the useful article?
  4. Can the viewer of the design identify pictorial, graphic, or sculptural features separately from the utilitarian aspects of the useful article?
  5. Finally, can the pictorial, graphic, or sculptural features of the design of the useful article exist independently of the utilitarian aspects of the useful article?

In answering these questions, the court identified a utilitarian function of a cheerleading uniform to “cover the body, wick away moisture, and withstand the rigors of athletic movements.”[2] The court found that the top and skirt of the uniform could still be identified as a cheerleading uniform even without stripes, chevrons, color blocks, or zigzags. Finally, the interchangeability of the designs indicates the graphic features can exist separately and independently from the utilitarian features of the uniform.

Can a monkey own a copyright?

The “Monkey Selfie” case has taken an additional twist with a new lawsuit brought on behalf of Naruto, the crested macaque. The monkey selfie case began in 2011 when photographer David Slater took a trip to Indonesia and left his camera unattended. A monkey (Naruto) used the camera to take a number of photos of himself grinning into the camera. One self-portrait was reproduced in publications around the world, eventually being added to Wikimedia Commons under the presumption that the work was in the public domain.[3] This prompted Mr. Slater to issue several DMCA takedown notices.

In 2014, Mr. Slater published a book containing copies of the Monkey Selfies, continuing to assert himself as copyright owner of the photographs. Later that year, the Copyright Office revised the Compendium of U.S. Copyright Office Practices, to clarify that the U.S. Copyright Office would not register works produced by animals, including, for example, “a photograph taken by a monkey.”[4]

On September 21, 2015, PETA filed a copyright lawsuit on behalf of Naruto against Mr. Slater, alleging that Mr. Slater falsely claimed to be the author of the photographs and made unauthorized copies of the works for commercial purposes. The lawsuit seeks an order to permit PETA to administer and protect Naruto’s rights in the photographs, declaring Naruto the author and copyright owner of the works.

Why does it matter? U.S. copyright law does not specify human authorship, though the U.S. Copyright Office has provided guidance on the issue through the Compendium of U.S. Copyright Office Practices. This case raises a number of interesting questions around how we define, or should define, “author.” If non-human authors are recognized as eligible copyright owners, should lines be drawn? Should the law, for example, provide exclusive rights to machines? And if the author can’t communicate their preferences, should we allow someone to speak on their behalf?


We will continue our Copyright Roundup in part two, where we will look at some important fair use developments in the Google Books lawsuit and Stephanie Lenz’s “dancing baby” case against Universal Music and answer the question, “is Happy Birthday to You finally in the public domain?”


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


[1] Katz v. Chevaldina, No. 14-14525 (11th Cir. 2015).

[2] Varsity Brands, Inc. v. Star Athletica, LLC, No. 14-5237 (6th Cir. 2015).

[3] Wikimedia Commons refused to remove the photograph on the basis that Mr. Slater was not the author of the work. Without a human author, Wikimedia Commons argued, the work may not be protected by copyright.

[4] U.S. Copyright Office, Compendium of the U.S. Copyright Office Practices (3d ed. 2014) § 313.2.

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Office Supplies Available for Students https://library.osu.edu/blogs/askafriend/2015/10/28/office-supplies-available-for-students/ https://library.osu.edu/blogs/askafriend/2015/10/28/office-supplies-available-for-students/#comments Wed, 28 Oct 2015 00:49:03 +0000 lang.353@osu.edu http://library.osu.edu/blogs/askafriend/?p=154 A question I get all the time is where is a stapler, or hole punch, or tape?

We do give students access to office supplies such as those for free.

Where: They are stationed on the counter by the copiers and scanners on the first floor of Thompson Library.  This is behind the reference desk to the left (if you are facing the desk).  They are available for anyone to use at any time.

What: Miscellaneous office supplies such as, a stapler, a hole punch, a tape dispenser, a stapler remover, a pencil sharpener, and a paper cutter.

So next time you are in Thompson feel free to use these items, but please do not take them!


Credited to fellow reference students Katherine, Sara, and Rachel.

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Climate Change–Greenland https://library.osu.edu/blogs/maps/2015/10/27/climate-change-greenland/ https://library.osu.edu/blogs/maps/2015/10/27/climate-change-greenland/#comments Tue, 27 Oct 2015 14:37:37 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=251 NY York Times article:  Greenland is Melting Away


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Tuesdays @ Thompson: A Diversity & Inclusion Program of University Libraries https://library.osu.edu/blogs/tuesdaysatthompson/2015/10/27/tuesdays-thompson-a-diversity-inclusion-program-of-university-libraries/ https://library.osu.edu/blogs/tuesdaysatthompson/2015/10/27/tuesdays-thompson-a-diversity-inclusion-program-of-university-libraries/#comments Tue, 27 Oct 2015 13:51:49 +0000 murphy.465@osu.edu http://library.osu.edu/blogs/tuesdaysatthompson/?p=113 Experience and honor diversity and inclusion by joining us at Tuesdays @ Thompson, a monthly speaker series modeled on the tradition of scholarly conversation over afternoon tea. Following last year’s successful program, we have again  invited five dynamic individuals to talk read, discuss and share artifacts from their personal experience or the OSU Libraries’ collections related to a monthly theme. Each event will take place in room 165 of the Thompson Library. Speakers include:

Mesoamerican Healing Practices

AluciNetion: Mexico, Mushrooms, and the Fever of the Western Mind, Paloma Martinez-Cruz, PhD

November 17, 2015, 1:00pm – 2:00pm

Join us to hear Dr. Paloma Martinez-Cruz share excerpts from her book Women and Knowledge in Mesoamerica: From East L.A. to AnahuacDr. Martinez-Cruz interprets indigenous healing as an alternative to consumption-based notions of identity and transcendence in Western culture. She will discuss spiritual tourism in Oaxaca, Mexico  and the Mazatec mushroom ritual during this program.

A book signing will follow in room 202, Thompson Library


Survivor’s Ink, Jennifer Kempton

January 26, 2016, 3:00pm – 4:00pm

Support Survivor’s Ink, an organization working to empower victims of human trafficking by offering survivors full scholarships to  remove or cover physical scars, marking and brandings. Jennifer Kempton  will share the story of this organization and its impact on the lives of trafficking survivors.

An assortment of items will be for sale following the program. Proceeds will benefit Survivor’s Ink scholarship program.

Program Flyer

The Mis-Education of the Negro, Terrell Strayhorn, PhD

February 9, 2016, 3:00pm – 4:00pm

In celebration of  African American History Month, Dr. Terrell Strayhorn, Professor and Director, Center for Higher Education Enterprise at The Ohio State University will discussThe Mis-Education of the Negro, the seminal work of Professor Carter G. Woodson, the founder of Black History Month, providing discussion about how this work applies to the #BlackLivesMatter and Black student protests of today. Strayhorn served as a Visiting Scholar in the Carter G. Woodson Institute for African American Studies at the University of Virginia.

Program flyer

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Read the October 2015 Issue: “Research Development and Grant Writing News” https://library.osu.edu/blogs/researchcommons/2015/10/26/october-2015-issue/ https://library.osu.edu/blogs/researchcommons/2015/10/26/october-2015-issue/#comments Mon, 26 Oct 2015 21:09:32 +0000 Jeff Agnoli http://library.osu.edu/blogs/researchcommons/?p=4196 The Office of Research provides a campus-wide subscription to this excellent newsletter; see http://go.osu.edu/grantwritingnews (OSU login required).

The October 2015 issue includes:

  • Planning for Narrative Synergy
  • Don’t Let Your Proposal Wear Costumes and Disguises on Halloween
  • Has Your BAA Been Superseded?
  • Developing Timelines and Milestone Charts for Your Proposal
  • Agency News, Reports, and New Funding Opportunities, etc.

Quick Hits

Two New Webinars for University Research Administrators and R01 Grant Applicants (Nov. 5 & 6) Link
Welcome to Peer Review Week! Link
Environmental Research and Education for a Thriving Century: A 10-year Outlook (NSF) Link
NIAID Funding Opportunities List Link
Opportunities to Learn More About NIH’s Peer Review Process Link
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OHI/O 2015: Ohio State’s Hackathon Nov 14 https://library.osu.edu/blogs/it/ohio-2015-ohio-states-hackathon-nov-14/ https://library.osu.edu/blogs/it/ohio-2015-ohio-states-hackathon-nov-14/#comments Fri, 23 Oct 2015 13:08:55 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3590 Join us at OHI/O 2015 — Ohio State’s annual 24-hour hackathon at the Ohio Union. Starting 10am on Saturday November 14th and running through Sunday November 15th, over 300 undergraduate and graduate students will design, build, and demonstrate software to a live audience of students, faculty, and representatives from tech companies. Students will compete for over $5,000 in prizes, including Oculus Rift DK2 kits, Pebble smartwatches, and Amazon Echos. Projects will be judged in various categories that include technical difficulty, creativity, usefulness, and presentation. hack.osu.edu



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Release Notes, 2015.10.22 https://library.osu.edu/blogs/it/release-notes-2015-10-22/ https://library.osu.edu/blogs/it/release-notes-2015-10-22/#comments Thu, 22 Oct 2015 17:01:19 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3585 Server Updates
System Management Updates

  • Variations will be rebooted and unavailable, downtime expected <1 hour
  • JIRA & Hub will be unavailable for <30 min
  • The Knowledge Bank will be unavailable for <30 min
  • Information Literacy Toolkit will be unavailable for <30 min
  • ArchivesSpace will be unavailable for <30 min

Image Collections
Software Upgrade

  • Image Collections will be unavailable <30 min
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Libraries Websites: Iterative Scarlet-ization https://library.osu.edu/blogs/it/libraries-websites-iterative-scarlet-ization/ https://library.osu.edu/blogs/it/libraries-websites-iterative-scarlet-ization/#comments Wed, 21 Oct 2015 22:01:13 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3582 Starting with library.osu.edu, we will be updating reds on our websites to scarlet in accordance with the Ohio State brand. We’re taking an iterative approach to the standardization, so it won’t happen overnight. You may not even notice.

Consistent use of color supports visual cohesion across our communications and leverages emotional resonance with our brand . . . Scarlet and gray in combination are as well known as our name. They are our signature colors by which our audiences identify us as Ohio State. brand.osu.edu

PMS 200
CMYK: 3 100 63 12
RGB: 187 0 0
HEX: #bb0000



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Daily View of the Earth https://library.osu.edu/blogs/maps/2015/10/21/daily-view-of-the-earth/ https://library.osu.edu/blogs/maps/2015/10/21/daily-view-of-the-earth/#comments Wed, 21 Oct 2015 18:02:03 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=248 The Earth Polychromatic Imaging Camera  (EPIC)  located on The Deep Space Climate Observatory (DSCOVR) will be providing daily sunlit views of the Earth.



Courtesy of NASA, NOAA & the U.S. Air Force

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The MARS Program – What is it and how it benefits you https://library.osu.edu/blogs/askafriend/2015/10/20/the-mars-program-what-is-it-and-how-it-benefits-you/ https://library.osu.edu/blogs/askafriend/2015/10/20/the-mars-program-what-is-it-and-how-it-benefits-you/#comments Tue, 20 Oct 2015 21:14:33 +0000 lang.353@osu.edu http://library.osu.edu/blogs/askafriend/?p=147 Usually when I tell people that I work for the MARS program, they think it’s a super complex program that is not meant for them.   A lot of them are not aware of its perks that every student can benefit from!

The MARS program-Mobile Assistance with Research Students-is actually really helpful for any student who needs resources for their paper. “Papers” can range from a three page paper in your first-year writing class, to a senior thesis and beyond. Research assistants (such as myself) have the knowledge and ability to show you various databases through the OSU Libraries. We are also pretty good at showing you how to use them, too.

The really cool thing about the MARS program is that it’s available in places other than the libraries. You can find us at The Younkin Success Center, SundayThursday from 6-9p.m and also at Smith-Steeb, Monday-Wednesdays 7-9 p.m. Just look for students who are wearing the black “Ask Me!” polos.

Though we may not be able to answer every single question, we always do our best, and are able to connect you with Subject Librarians if additional help is needed. Please stop by if you find yourself in a pinch and need help with your paper!

Have a great week!


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Relevancy Ranking Search Results in WorldCat@OSU https://library.osu.edu/blogs/it/relevancy-ranking-search-results-in-worldcatosu/ https://library.osu.edu/blogs/it/relevancy-ranking-search-results-in-worldcatosu/#comments Mon, 19 Oct 2015 19:24:14 +0000 Michelle Gerry http://library.osu.edu/blogs/it/?p=3152 When you search a discovery service such as WorldCat@OSU, the results are ranked in a particular, non-random order. Why are some results at the top of the list? Why are other results buried on page 7? How does a user make sure he or she gets back the best, most relevant possible results?

An interesting post by Ryan Regier from June, 2015 entitled “Relevancy Ranking in Discovery Services” compared the different ways he found that results are ranked and displayed by the discovery services  Ebsco, ExLibris Primo,  and ProQuest Summon.

But the relevancy ranking for OCLC WorldCat Local  was not included in that post, and I realized it may be a question our users have.

To answer that, we turn to WorldCat Local Frequently Asked Questions:


How does relevance ranking work in WorldCat Local?


WorldCat Local determines relevance in the same way as WorldCat.org, but also factors in the holdings of your library to elevate locally-owned items in search results.

There are several components to the WorldCat Local relevance algorithm:

  • The search terms in the author then title fields are weighted first, then the rest of the fields of the record
  • Term frequency
  • Proximity of the terms to one another
  • Recency (more recent items are weighted more heavily)
  • How widely held
  • Locally held items are surfaced to the top of the results if the library chooses this as the default sort 

Regarding the last bullet point, OSU Libraries sorts locally held results in the following order:

  1. OSU Libraries (including materials available at the Health Sciences and Moritz Law Library)
  2. OhioLINK academic libaries consortium
  3. SearchOhio public libraries consortium
  4. All other libaries with holdings in OCLC

And back to the FAQ:


Can my library configure its own relevance algorithm for a WorldCat Local installation?


No. The relevance algorithm is maintained by OCLC for all libraries that use WorldCat Local. OCLC regularly evaluates and adjusts its algorithm to ensure your users receive the best possible result sets.

Another feature of WorldCat Local (WorldCat@OSU) that can affect the ranking of results is FRBR.  We return to the FAQ:


How does the FRBR algorithm used in WorldCat.org affect a library’s local holdings display in WorldCat Local?


Items derived from a source work are combined into work sets using the FRBR algorithm developed by OCLC Research. Multiple-language items are placed into their own work sets so that they may be represented separately within the search results… in WorldCat Local, the representative records for the work sets are those items that are the most widely held or the most widely held that are also held by the institution/group.

More information is available from the WorldCat Local FAQ.


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Musicology Lecture Today! https://library.osu.edu/blogs/musicdance/2015/10/19/musicology-lecture-today/ https://library.osu.edu/blogs/musicdance/2015/10/19/musicology-lecture-today/#comments Mon, 19 Oct 2015 16:52:52 +0000 Jarod Ogier http://library.osu.edu/blogs/musicdance/?p=113 Join us today at 4 pm in the 18th Avenue Library, room 205, for this week’s installment of Lectures in Musicology. The details for today’s lecture are listed below.


Jennifer FraserOberlin College and Conservatory

Monday, October 19, 2015 – 4:00pm to 5:30pm

18th Ave. Library, 175 W. 18th, Room 205

Jennifer Fraser, associate professor of Ethnomusicology and Anthropology, Oberlin College and Conservatory, presents “Gongs and Pop Songs: Sounding Minangkabau in Indonesia.”

In this talk, Dr. Fraser draws on her new book, Gongs and Pop Songs: Sounding Minangkabau in Indonesia(Ohio University, 2015) to focus the lens on two radically different talempong (gong) ensembles used at weddings in West Sumatra, Indonesia to understand how people use music to negotiate who they are in the world. Taking a cognitive approach to ethnicity, the talk focuses on how, why, and when people engage with their Minangkabau ethnicity through musical means and how musical practices help create, produce, and represent ethnic sensibilities. These two gong styles are guided not only by different aesthetics but also by divergent ideological, fiscal, and social logics. Amongst people who understand themselves to be Minangkabau they represent very different ways of thinking about, playing, and valuing music, along with different ways of sounding Minangkabau.

Lectures in Musicology is co-sponsored by The Ohio State University Libraries.

Lectures are held Mondays at 4 p.m. in the 18th Avenue Library, 175 W. 18th Ave. (Music/Dance Library, second floor, room 205), unless otherwise noted. These events are free and open to the public.

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Quick Tidbits About the Writing Center at Thompson https://library.osu.edu/blogs/askafriend/2015/10/19/quick-tidbits-about-the-writing-center-at-thompson/ https://library.osu.edu/blogs/askafriend/2015/10/19/quick-tidbits-about-the-writing-center-at-thompson/#comments Mon, 19 Oct 2015 16:21:43 +0000 kaur.78@osu.edu http://library.osu.edu/blogs/askafriend/?p=141 What? Offers free assistance to students who have concerns about an upcoming writing assignment. It is a face-to-face interaction between a student and an expert who work with you on your paper anywhere from grammar to citing issues.

Where? Located on the first floor, behind the Reference Desk

When? Monday-Thursday, meeting times 11am-3 pm, followed by 5pm-7pm

Appointment needed? No. It is solely based on first-come, first-serve. Anyone is welcome to walk in anytime during their available hours.

Is there a contact number? Yes. 614-292-6785

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Announcements: OSUL WordPress Users https://library.osu.edu/blogs/it/announcements-osul-wordpress-users/ https://library.osu.edu/blogs/it/announcements-osul-wordpress-users/#comments Fri, 16 Oct 2015 21:05:59 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3567 Next OSUL WordPress users group meeting

November 10, 11:00am to noon, THO 150A
Multi-Author Blogs with Melanie Schlosser

Are you responsible for a multi-author blog, or thinking about starting one? Are you wondering how to get other folks to contribute content or how to maintain a consistent style? Group blogs can offer a lot of advantages, from covering a wider perspective to spreading the work around, but editing them can be a challenge. Come to this discussion-based meeting to learn some tricks for successful blog editing, and to share ideas with other folks in the Libraries who work with multi-author blogs.

IT recently purchased the wpmudev premium membership

Includes access to 140+ plugins!! If you see any you are particularly interested in, please let IT know. https://premium.wpmudev.org/projects/category/plugins/

WordPress video tutorials now available

The wpmudev membership comes with videos on WordPress basics. They are available either from your dashboard after you log in, or you can get them from the IT site: https://library.osu.edu/blogs/it/wordpress-video-tutorials/ wpmudev promises to keep them updated as new versions of WordPress are released, so the screenshots should pretty much match what you see when you log in.

Step-by-step instructions for NextGEN galleries now posted

Sue has posted instructions for creating and using galleries: https://library.osu.edu/blogs/it/utilizing-nextgen-galleries-for-your-osul-blogs/

Use scarlet

If you are adding any content that includes OSU red, be a good Buckeye and use scarlet (http://brand.osu.edu/color/). We’re slowly correcting reds on library.osu.edu (Silverstripe). The WordPress theme itself is ok.

187 0 0

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Release Notes 2015.10.19, Monday 4pm, 5pm https://library.osu.edu/blogs/it/release-notes-2015-10-19-monday-4pm/ https://library.osu.edu/blogs/it/release-notes-2015-10-19-monday-4pm/#comments Fri, 16 Oct 2015 20:49:22 +0000 Russell Schelby http://library.osu.edu/blogs/it/?p=3565 Monday, 4pm Maintenance Window

  • Upgrading software for the Image Collections system. We are expecting <15 minutes Downtime

Monday, 5pm Maintenance Window

  • Jira and Hub will be down for database maintenance. We are expecting < 1hr downtime
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Charlie Comes to the Archives https://library.osu.edu/blogs/archives/2015/10/16/charlie-comes-to-the-archives/ https://library.osu.edu/blogs/archives/2015/10/16/charlie-comes-to-the-archives/#comments Fri, 16 Oct 2015 12:29:37 +0000 mares.12@osu.edu http://library.osu.edu/blogs/archives/?p=5138 As part of Archives Month we would like to honor some special guests who visited us last August to learn acharlie and his project little bit more about Jesse Owens and see his collection.  Charlie May and his grandparents, Honey and
Chuck Goldberg came from Denver to our Archives to see firsthand the artifacts, documents and photographs we have.

charlie and tamarLast year for a biography project at his elementary school, Charlie chose to do research on Jesse Owens.  He dressed up as Jesse and presented a project about his life and accomplishments.  The Goldbergs have a tradition of taking each grandchild to see the papers and artifacts of the individual the grandchild chose for their biography project.  Charlie is the Goldberg’s fourth and youngest grandchild.  They planned a trip he was sure to enjoy!

First stop was to Columbus.  Here at the Archives, Charlie and his grandparents met with University Archivist, Tamar Chute, who introduced them to Jesse Owens’ artifacts and papers from the 1936 Berlin Olympics.  Charlie got to see the camera Jesse took to the Olympics, his sweater, his diary entries and most importantly, Jesse’s gold medals.  The visit concluded with a tour of the stacks, where all the boxes are kept.

Jesse_CharlieAfter their trip to the Archives, Charlie and his grandparents went to see the Jesse Owens Memorial Stadium complete with a photo next to Jesse’s statue and a run on the track! Charlie took the starting position, just as Jesse had on Ohio Stadium.  They also visited with Brutus in the Union and took a trip to the Orton Geological Museum where Charlie got a tour from Museum Manager Dale Gnidovec.

dale and charlie

Charlie’s trip did not end there. Next stop was Chicago where they were able to meet with Marlene Owens Rankin, Jesse’s daughter, and her husband Stuart Rankin.  It must have been a memorable meeting for them both.

the rankins

Charlie gave us a wonderful thank you note that thankyoureminded us about the importance of keeping and preserving the historical document for future generations.  We would like to thank Charlie and his grandparents, Honey and Chuck, for their interest in our Jesse Owens Collection.

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Changes to OSUL website copyright information and licensing https://library.osu.edu/blogs/it/changes-to-osul-website-copyright-information-and-licensing/ https://library.osu.edu/blogs/it/changes-to-osul-website-copyright-information-and-licensing/#comments Thu, 15 Oct 2015 17:42:54 +0000 Beth Snapp http://library.osu.edu/blogs/it/?p=3509 In support of Libre Open Access, content on The Ohio State University Libraries’ (OSUL) website for which OSUL owns the copyright (or has permission to sublicense) will be licensed under a Creative Commons Attribution (CC BY) license.  The CC BY license enables others to share, reuse, and remix OSUL content so long as they credit The Ohio State University Libraries as the source of the original material and they indicate if changes have been made. For more information, please visit: https://go.osu.edu/osul-copyright-info.

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Reduced hours this week https://library.osu.edu/blogs/musicdance/2015/10/14/reduced-hours-this-week/ https://library.osu.edu/blogs/musicdance/2015/10/14/reduced-hours-this-week/#comments Wed, 14 Oct 2015 14:51:14 +0000 Jarod Ogier http://library.osu.edu/blogs/musicdance/?p=110 The Music & Dance Library will be operating under reduced hours this week due to fall break.Pumpkin artwork

Thursday, October 15: 10am – 2pm

Friday, October 16: 10am – 2pm

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Open Access Week 2015 https://library.osu.edu/blogs/copyright/2015/10/14/open-access-week-2015/ https://library.osu.edu/blogs/copyright/2015/10/14/open-access-week-2015/#comments Wed, 14 Oct 2015 12:54:00 +0000 Jessica Chan http://library.osu.edu/blogs/copyright/?p=940 Open Access Logo

Next week is Open Access Week (October 19-25)! Open Access (OA) is a global movement that encourages making scholarly resources more freely available over the internet in order to maximize the impact and accessibility of research, especially research that has been funded with public money. Open Access Week is an event where members of the academic and research community teach, learn, and share information about the OA publishing model.

Want to learn more about Open Access? View the resources linked below:

And check out the workshops and initiatives happening at Ohio State in support of Open Access:

Open Access Publishing: Potentials and Pitfalls (Discussion Forum)

Are you curious about open access publishing? Have you published in an open access journal, or are you considering this as a possibility? Have you received questionable solicitations to publish your research or had a run-in with a predatory publisher? If you answered yes to any of these questions and want to know more about who can help, join Sandra Enimil (Head, Copyright Resources Center) and Melanie Schlosser (Digital Publishing Librarian) to learn some tips for steering clear of unethical publishing practices and some ways that researchers can benefit from scholarly open access publishing.

Who: OSU faculty, graduates, and postdocs
When: Wednesday, October 21, 12:00 – 1:00pm
Where: Thompson Library, Room 165

Register here: https://library.osu.edu/researchcommons/event/open-access-discussion/

Lunch & Learn: Creative Commons

Please join the University Libraries’ Copyright Resources Center for a lunch and learn about Creative Commons (CC). The session will introduce CC and explore how CC licenses benefit creators and users of licensed material. These licenses contribute to affordability and the development and use of Open Educational Resources, a particularly relevant topic for us in light of the university-wide focus on affordable learning. Bring your lunch and your questions!

Who: OSU faculty, staff, and students
When: Thursday, October 22, 12:00 – 1:00pm
Where: Thompson Library, Room 204

Space is limited. Please RSVP at the following link: http://goo.gl/forms/ciSlGzvOga

Changes to OSU Libraries’ website copyright information and licensing

In support of Libre Open Access, content on The Ohio State University Libraries’ (OSUL) website for which OSUL owns the copyright (or has permission to sublicense) will be licensed under a Creative Commons Attribution (CC BY) license.  The CC BY license enables others to share, reuse, and remix OSUL content so long as they credit The Ohio State University Libraries as the source of the original material and they indicate if changes have been made. For more information, please visit: https://go.osu.edu/osul-copyright-info.

Open Access at The Ohio State University Libraries

More than 20,000 theses and dissertations by Ohio State students are open access via the Libraries’ partnership with the OhioLINK ETD Center. With participation from thirty universities and colleges in Ohio, the OhioLink ETD Center houses a combined collection of over 50,000 electronic theses and dissertations and has over 25 million total downloads worldwide.

The Libraries Publishing Program works with faculty, students, and academic units at OSU to publish open access scholarly work in a variety of formats. This program provides free or low-cost publication development and hosting, and serves as an alternative to working with a commercial publisher.

OSU’s institutional repository, the Knowledge Bank, provides digital content publishing and archiving for OSU faculty, staff, and graduate students. Many materials in the Knowledge Bank are available open access.

The Faculty of The Ohio State University Libraries is committed to disseminating the fruits of its research and scholarship as widely as possible. In keeping with that commitment, the Faculty adopted an open access resolution effective July 1, 2012: The Ohio State University Libraries Open Access Resolution



By Jessica Chan, Rights Management Specialist at the Copyright Resources Center, The Ohio State University Libraries

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Does the Data Management Plan Matter? https://library.osu.edu/blogs/researchcommons/2015/10/13/does-the-dmp-matter/ https://library.osu.edu/blogs/researchcommons/2015/10/13/does-the-dmp-matter/#comments Tue, 13 Oct 2015 17:21:08 +0000 Amanda Rinehart http://library.osu.edu/blogs/researchcommons/?p=4112 Does the Data Management Plan matter? This is a question that has haunted many a researcher as they write up their grant proposal. As several agencies have jumped on the data management plan bandwagon in October of this year (details here), more researchers will wonder: Is anyone reading this data management plan, and if they are, what criteria are they using to evaluate it? The data management plan was popularized in 2011 when the National Science Foundation made them a requirement for every grant proposal. Researchers’ reactions were less-than-enthusiastic (as illustrated by “My Data Management Plan – A Satire”). While there is plenty of good guidance for writing a data management plan, a quick tour of twitter shows that data management plans are still a source of concern:



Since comments on data management plans (or DMPs for short) typically only get shared with the principal investigator, it’s difficult to find out if and how they are affecting grant success. Some of us are getting permission to share individual experiences when we have the opportunity (such as this one about an additional Request for Information), but it is hard to know if these individual experiences are reflective of community trends.

However, recent efforts by researchers from five institutions (Oregon State University, University of Oregon, University of Michigan, Georgia Institute of Technology, and Pennsylvania State University) have created a standardized rubric and begun to analyze their DMPs. Preliminary results from this project include:

  • Initial testing of the rubric revealed that of 21 DMPs, 10 were judged sufficient, nine were suspect, and two lacked information about how data was to be shared; the top five modes of data sharing included websites, journal articles or supplements, an institutional repository, on-request sharing, and other data repositories (Westra, 2015).
  • Addressing policies on reuse, redistribution or creation of derivatives is a significant challenge for researchers (Whitmire, 2015).
  • A review of 50 DMPs revealed the following areas that commonly need improvement: metadata and metadata standards, data sharing being perceived restrictively as only publication of research results in a journal, confusion between archiving and storage, and lack of awareness of the library’s support for research data management (Hswe & Parham, 2015).

For the latest updates on this effort, check out the D.A.R.T. Project (Data Management Plans as a Research Tool). When the NSF debuted its DMP requirement, it stated that the ‘communities of interest’ would evolve standards for research data management. Well, without a view of the community as a whole, it’s a bit difficult to know what standards are emerging. If you know of other efforts to capture research data management activities, evaluate DMPs, or just have a story to share, contact Rinehart.64@osu.edu. Because the more we understand about what our communities are doing, the better we can answer the question of how much the data management plan matters.


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On the Colonial Legacy of U.S. Universities and the Transcendence of Your Resistance https://library.osu.edu/blogs/mujerestalk/2015/10/13/on-the-colonial-legacy-of-u-s-universities-and-the-transcendence-of-your-resistance/ https://library.osu.edu/blogs/mujerestalk/2015/10/13/on-the-colonial-legacy-of-u-s-universities-and-the-transcendence-of-your-resistance/#comments Tue, 13 Oct 2015 10:00:48 +0000 mujerestalk http://library.osu.edu/blogs/mujerestalk/?p=3283 By Prof. Oriel María Siu

Oriel María Siu is Assistant Professor and the founding Director of Latino Studies at the University of Puget Sound.

Oriel María Siu is Assistant Professor and the founding Director of Latino Studies at the University of Puget Sound.

(This is a copy of the Keynote speech I gave at the University of Puget Sound’s Graduates of Color Ceremony in May 2015. I dedicate it to all students of color at this and any other institution of higher learning in the U.S.)

As people of color, you were never meant to be at a university. I was never meant to teach at one. And your family and I were never meant to be here celebrating your graduation today.

The establishment of universities you see, were a direct result of the European colonization of the Americas and later white settler expansion all over the globe, a process begun in 1492. From the beginning, universities served as a crucial tool for the introduction and retention of a white Eurocentered power structure in these occupied territories. In the Americas, universities were created and run by British and Spanish settlers and later by their descendants for the purpose of founding and retaining the colonial order of things. The founding years of the first universities in this continent should therefore be no surprise; they directly paralleled the English and Spanish processes of colonization north, center, and south: the Universidad Autónoma de Santo Domingo (1538), Universidad de San Marcos of Perú (1551), Real y Pontificia Universidad de México, today the UNAM (1551), and Harvard University (1636), to name but a few.

Through savage processes of forced displacement, genocide, racialization, and the enslavement of Natives and Africans, whites self-proclaimed themselves superior to other people upon entering the Americas. From 1492 to 1592 –or the first 100 years of the occupation alone– it has been estimated that Europeans decimated more than 90 million indigenous people in the Americas, making it the bloodiest holocaust in the history of human kind (other estimates place this number above the 100 million people mark). Aside from this genocide, more than 11 million Africans were shipped across the Atlantic, with death rates so high during that atrocious Middle Passage that many lives were lost at sea. Engendered by a system of slavery and the decimation and removal of Native life, the colonial order of things in the Americas consisted of the formation of a particular economic system; one which controlled, confiscated and reserved productive Native lands for the use of the white settler; one which ensured the flow of exploitable, cheap and free labor for the occupiers’ benefit; and one which ensured little to no upward mobility for the colonized. Universities, as I was saying, were crucial to the retention and functioning of this colonial order.

As spaces for the creation and retention of systems of thought, universities contributed to the eradication of indigenous educational institutions and to the displacement, invalidation, destruction, and subalternization of indigenous and African ways of knowing. In the minds of missionaries and “men of letters” –as scholars were called back then–, indigenous knowledges were dictates of the devil and thus had to be disciplined, punished and eliminated. These knowledges and epistemologies neither corresponded to the history of the so-called West the colonizers imposed here in the Americas nor were they recognized as valid or beneficial to the colonial system. Native knowledges did not support racial, class nor gender hierarchies –all organizing principles of colonial America. As Duwamish Chief Seattle said to the settlers that later appropriated his name and this land in the Northwest, Native ways did not see land as belonging to people as the white man understood it, but rather that people belonged to the land. As sites for the development and preservation of ideology, universities thus became the mechanism through which these indigenous knowledges were made inferior and obsolete by the white colonial settlers, replaced instead with Eurocentric lenses of the world. These new lenses were channeled through the academic disciplines that universities engendered –Math, Sciences, Humanities and Philosophy– disciplines all designed to rationalize the Eurocentric white power structure in place still to this day.

From Types of Mankind (1854) by J.C. Nott, and Geo. R. Gliddon. In arguing for the superiority of whites, scientists claimed that the world’s “races” had different “origins” and were therefore different “species”. Photo by APS Museum. CC BY-NC 2.0

From Types of Mankind (1854) by J.C. Nott, and Geo. R. Gliddon. In arguing for the superiority of whites, scientists claimed that the world’s “races” had different “origins” and were therefore different “species”. Photo by APS Museum. CC BY-NC 2.0

Universities were essential to the development of scientific racism. For more than two centuries, from the 1500s to the 1800s, colleges and universities throughout the United States and the Americas supported research and implemented curricula that argued for the enslavement of black people, the superiority of the white man, and the inferiority of Natives and their ways of knowing. Scholars such as Josiah Clark Nott, Robert Knox, George Robins Gliddon, and Samuel George Morton among many others lived to prove that the racial inferiority of people of African, Pacific Islander, Asian, Caribbean, and Indigenous descent, justified conquering them, enslaving them, exterminating them, exploiting them, segregating them, and/or occupying their land. Be this within the newly created U.S. borders, or south of the U.S. borders, or in Africa, or in Asia, or the Pacific Islands, all regions colonized by Europe and/or the U.S. during the 17th, 18th, 19th 20th, and 21st centuries. In arguing white superiority, these scholars measured the skulls of diverse populations, put forth theories of polygenism supporting the classification of human populations as distinct races stemming from different origins, and spoke of the “primitive psychological organization” of slaves. Their research and the value given to it by way of the university institution made it possible to create the logic for the colonization and occupation of vast territories and peoples during the forming years of European and US imperialism world-wide.

Universities both in the North and South of the United States participated in the economy of slavery. As scholar Craig Steven Wilder’s work most recently demonstrates (Ebony and Ivey, 2013), in the South many colleges owned and used enslaved blacks to build and maintain university campuses. Fully at the disposal of the universities that owned them, campus slaves were forced to commit their labor to the campus which held them. They served the students, the faculty, and the administrators. Slaves took care of administrators’ and faculties’ children, rang campus bells, prepared meals, cleaned students’ shoes, made beds, obtained the wood for fires, and tended farmland owned by administrators and universities. In some instances, students, administrators and faculty even paid special fees to their respective university to be able to bring their personal slaves to campus. Yale, Columbia, Harvard, Brown, and Princeton among many other prestigious universities of the North, were no. These institutions suitably accepted into their student body the sons of wealthy slave-owners, including sons of wealthy slave-holder elites from the Caribbean (Wilder)[i]. Both directly and indirectly, universities all throughout the nation supported the economy of slavery, benefited from it, and played a crucial role in retaining the racist and racial order of things in the newly created white settler nation.

Engraving from 1827, University of Virginia. Female slave carrying baby. Zoomed in image of Rotunda and Lawn, B. Tanner engraving from Boye’s Map of Virginia from the University of Virginia Library Materials.

The sons of plantation owners who studied in Europe were seen as experts on Natives and enslaved Blacks because of their close contact with them (Wilder)[ii]. Insisting on the economic benefits of slavery while also furthering the case for U.S. genocidal politics at home, these slave-owners’ sons wrote entire dissertations and gave lectures on the physical and intellectual inferiority of these groups (Wilder)[iii]. Their work’s objective was to dehumanize their subjects or rather objects of study. Their lectures not only helped validate and explain the system of racist economic, social, and political rule in place in the U.S., it also argued for its perpetuation.

In the aftermath of the Civil War, Blacks and other people of color in the U.S. as well as Jews and non-Protestant Christians were still not admitted into universities. Black colleges and universities were created for this very particular reason in the 1800s. Throughout the U.S. students of color were not legally allowed into higher education until the second half of the 20th century. That is approximately 50 years ago.

The very university from which you graduate today was founded in 1888, just a few years into the occupation of the Puget Sound area by its white settlers. Even though the area began to be “visited” by English “explorers” in the late 1700s, permanent European settlement was achieved in this region in 1852 when a Swedish man by the name of Nicholas De Lin discovered there was lots of money to be made by exploiting the area’s lumber. The Nisqually and Puyallup regional tribes fought back and in 1855 the settlers were forced to flee, being able to return only after Native populations of the area were put in a nearby reservation by the U.S. government, leaving the Puget Sound area free for its exploitation by the returning settlers. Founded in 1888, our university is directly and indirectly a product of this occupation.

But just as these academic institutions have historically wanted to make you and your bodies of color invisible, there is also a long history of struggle for visibility, inclusion and the right to existence that precedes you; one that also dates back to more than 500 years ago; from Native and slave rebellions, to organized walk-outs, hunger strikes, sit-ins, street protests, to people writing our own excluded histories and creating spaces within academia so that you and I could learn about our own histories and struggles as well as recuperate lost ancestral knowledges. Many students and educators before you even paid with their lives for you to be able to be here today; for you and I to be here today and to celebrate you. During the 1960s young women and men fought the police, racist administrations, went to jail and sacrificed spending time with their own families to create the possibility for you to be able to get the very degree that will soon be in your hands. Your immediate communities and families have also sacrificed a great deal and gone through many difficult moments in life in order to make this day a reality for you. I sincerely congratulate them on this day, only your parents know all the struggles they have endured to make this day possible for you.

During your time at the University of Puget Sound all of you graduates have pushed and struggled and studied late nights and long days to arrive here and you made it to graduation. But always remember that you are exceptions. Despite us now having an educational system that is color-blind in theory, Blacks, Latinos, and Natives specifically, continue to be under-represented among those making it to college and graduating with bachelor degrees. In high schools, Latino and African American students nationally are disproportionately represented at every stage of the school-to-prison pipeline and only 53% of Native students graduate from high school [iv]. In today’s corporatized university system moreover, students of color are shouldering the most student debt, disproportionately higher numbers having to drop out of college because of the economic burden that academia now represents. You graduating from here today is that much more symbolic because of all of this.

But I want you to know you have a long road ahead of you. Twenty years ago a Bachelor of Arts and a Bachelor of Science degree held a lot of weight; it was an accomplishment. Today it is still an accomplishment but it does not carry the weight that it once did. So therefore I urge you to go further; I urge you to go get your Masters and your PhDs, to continue your education in one form or another. And I challenge you once you’re out of these spaces to create opportunities for those in your communities of origin. Too many in our communities who make it to far places too easily forget their origins; choosing to distance themselves from their communities and their own community’s history of struggle and survival. I urge you to not be one of them.

I wanted also to tell you you’re definitely not graduating from this institution with just a Bachelor’s degree. By now you all have a PhD in surviving and knowing these dominant white spaces of power that you will continue to navigate after graduation; these are places that will continuously try to shape and mold you and your spirit; dictate who you should be; what you should think; where you should go in life. The University of Puget Sound, while not always the most welcoming space for students and people of color, does in my mind do something beautiful. It challenges you and in doing so prepares you for what is to come ahead. Consciously or unconsciously you’ve met this challenge. While here, the dissident, non-conformist, rebel in you learned how to create what bell hooks would call our own communities of resistance to spaces that in subtle and not so subtle ways too often told you: “you don’t belong here”. That resistance may have looked different for every one of you. For some of you it looked like student activism on social justice related issues, building solidarities between students of color, while for others it may have been selecting particular friendships; or choosing your mentors or simply knowing when to seek spaces away from whiteness. While here, consciously or unconsciously you managed to create for yourself communities that helped you find your way through the daily micro and macro aggressions, the assumptions, the presumptions, the comments inside and outside the classroom, the burden of having to explain yourselves and your experiences –all the time–, the loneliness, the alienation, and yes, the depression. While here, the dissident, non-conformist, rebel in you pushed you to create communities that allowed you your voice whenever you needed to speak, yell and cry; to create communities that also allowed for your silence whenever you didn’t feel like speaking, yelling or crying. While at Puget Sound, the dissident, non-conformist survivor of 500 years of colonization in you also learned to question that which you have been taught in the classroom; that which you read in color-blind texts presenting themselves as universal knowledge.

So you leave here knowing when to separate useful knowledge from that which will not serve you, but further estrange you and worse, assimilate you into what the dominant culture wants of you, thinks of you, and desires of you. There is therefore very little I could advise you today in this art of survival you all know very well and have PhDs in by now. The art is actually now more than 500 years old, passed on to us by our ancestors, our parents, and the collectivity of our resisting spirits.

What advice I can offer however is to not ever let the resister and creator in you be silenced; if you spoke too soft here, amplify that voice; if you found your voice here, solidify and strengthen it. If you feel you are still in the search of your voice, be compassionate and honest with yourself, your interests, and your passions. Dream big and in following those dreams be as persistent as you can be and do not give up or let others take you in different directions.

Be creative. The world that awaits you out there is at times too ugly, too vicious; too inhuman. It is a world replete with racism, fear of your bodies, a world continuously in crisis and at war; a world submerged in a neoliberal economy that thrives on the imprisonment of bodies of color, war, forced migrations, the continued destruction of our mother earth, and the commodification of absolutely everything including love. This is a world that too often will seem to leave little to no air to breathe. So please go out and create your own breathing spaces. Continue in the creation of resisting, loving communities because you didn’t and don’t ever get anywhere on your own. As our Native sisters and brothers will always remind us, we are all connected to communities that transcend time. We’re connected to the first ancestors who walked the earth; to their struggles and their deeds. But we’re also connected to those who are not yet here, those generations who will be born tomorrow and thereafter; those who will walk this earth in the future long after we’re gone. Our job in the middle is to bridge the gap, take on the inheritance from our ancestors and our past, add our own deeds, our struggles, and leave this a better place for those that will follow. The responsibility, to say the least, is tremendous.

So make yourself and your communities visible. Resist becoming invisible; and resist becoming that which others and dominant spaces want you to become; resist it with all of your passion, your love and your humanity. Stay connected and grateful to those who’ve helped you and loved you along the way and those who will continue to be there for you. And give back.

Above all, don’t ever forget we were never meant to be here celebrating you today. Love you all.


[i] Information based on Craig Steven Wilder’s excellent book on the subject of universities and slavery, Ebony and Ivey (2013). I highly recommend this read.

[ii] From Wilder’s book Ebony and Ivey (2013).

[iii] From Wilder’s book Ebony and Ivey (2013).

[iv] “Tolerance in Schools for Latino Students: Dismantling the School to Prison Pipeline”

From The Harvard Journal of Hispanic Policy, May 1 2015.

Oriel María Siu is Assistant Professor and the founding Director of Latino Studies at the University of Puget Sound. She earned her PhD from the University of California, Los Angeles; her Masters from the University of California, Berkeley; and her BA degrees in Chicana/o Studies and Latin American Literatures from California State University, Northridge where as an undergraduate she was involved in the establishment of the first Central American Studies Program in the nation. Her research and teaching interests include contemporary Central American cultural productions from the diaspora, de-colonial border thinking, Latina/o cultural productions and diasporas, and narratives of race and racisms in the US. She has published several articles on these topics and is currently working on her book on novels from the Central American diaspora. Siu is also a mother and a dancer. She is from San Pedro Sula, Honduras and lives in Seattle, Washington.

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New Books https://library.osu.edu/blogs/maps/2015/10/12/new-books-5/ https://library.osu.edu/blogs/maps/2015/10/12/new-books-5/#comments Mon, 12 Oct 2015 20:39:50 +0000 wagner.19@osu.edu http://library.osu.edu/blogs/maps/?p=245 “Historic Maps of Armenia” by Rouben Galichian

Volume 6 of the History of Cartography Series:  “Cartography in the Twentieth Century” pt.1 & 2

(Earlier volumes may be found at History of Cartography v.1, v.2 & v.3 on PDF ) or in  Library Link to “The History of Cartography” .

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