Episódios
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In early 1996, the web was ephemeral. But by 2001, the internet was forever. How did websites transform from having a brief life to becoming long-lasting? Drawing on archival material from the Internet Archive and exclusive interviews, Ian Milligan's Averting the Digital Dark Age (John Hopkins University Press, December 2024) explores how Western society evolved from fearing a digital dark age to building the robust digital memory we rely on today.
By the mid-1990s, the specter of a "digital dark age" haunted libraries, portending a bleak future with no historical record that threatened cyber obsolescence, deletion, and apathy. People around the world worked to solve this impending problem. In San Francisco, technology entrepreneur Brewster Kahle launched his scrappy nonprofit, Internet Archive, filling tape drives with internet content. Elsewhere, in Washington, Canberra, Ottawa, and Stockholm, librarians developed innovative new programs to safeguard digital heritage.
Cataloging worries among librarians, technologists, futurists, and writers from WWII onward, through early practitioners, to an extended case study of how September 11 prompted institutions to preserve thousands of digital artifacts related to the attacks, Averting the Digital Dark Age explores how the web gained a long-lasting memory. By understanding this history, we can equip our society to better grapple with future internet shifts.
Ian Milligan is a professor of history at the University of Waterloo, where he also serves as an associate vice president in the Office of Research. Milligan is the author of The Transformation of Historical Research in the Digital Age and History in the Age of Abundance? How the Web Is Transforming Historical Research.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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In The Librarian's Atlas: The Shape of Knowledge in Early Modern Spain (U Chicago Press, 2024) Seth Kimmel explores the material history of libraries to challenge debates about the practice and politics of information management in early modern Europe. Ancient bibliographers and medieval scholastics, Kimmel reminds us, imagined the library as a microcosm of the world, but for early modern scholars, the world was likewise a projection of the library. This notion, at first glance, may seem counterintuitive, especially as reports from late fifteenth- and sixteenth-century explorers in the New World slowly refined-but also destabilized-the Old World's cosmographic and historical consensus.
Yet the mapping and ethnographic projects commissioned by early modern rulers, like Spain's Charles V and Philip I, anxious to comprehend and inventory their far-flung territorial possessions in the Americas, nevertheless relied heavily on methods of information management honed in the library. Kimmel focuses on the period that marked the birth of both print and transatlantic exploration. Through close readings of a wide array of materials-library catalogues, marginal glosses, book indexes, biblical commentaries, dictionaries and thesauruses, natural histories, and maps-Kimmel shows how the book-lover's dream of total knowledge in an era of "too much information" helped to shape the early modern period's expanded sense of the world itself. The book should find its audience among scholars of early modern European history, specialists in the early modern cultures of the Mediterranean and Iberia, and a range of students interested in the history of the book and of maps.
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In The Politics of Collecting: Race and the Aestheticization of Property (Duke University Press, 2024), Eunsong Kim traces how racial capitalism and colonialism situated the rise of US museum collections and conceptual art forms. Investigating historical legal and property claims, she argues that regimes of expropriation—rather than merit or good taste—are responsible for popular ideas of formal innovation and artistic genius. In doing so, she details how Marcel Duchamp’s canonization has more to do with his patron’s donations to museums than it does the quality of Duchamp’s work, and she uncovers the racialized and financialized logic behind the Archive of New Poetry’s collecting practices. Ranging from the conception of philanthropy devised by the robber barons of the late nineteenth century to ongoing digitization projects, Kim provides a new history of contemporary art that accounts for the complicated entanglement of race, capital, and labor behind storied art institutions and artists. Drawing on history, theory, and economics, Kim challenges received notions of artistic success and talent and calls for a new vision of art beyond the cultural institution.
Eunsong Kim is Associate Professor of English at Northeastern University.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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Conducting Original Research for Your Library (Bloomsbury Libraries Unlimited, 2024) is a concise manual for professionals in the field, this book helps librarians master the skills to conduct, interpret, and analyze their own original research. Many working librarians discover that original research would help them advocate for their libraries, but some graduate programs teach only limited research skills. Designed for all librarians, this book is a practical guide to engaging with the research process, from identifying a problem to sharing findings with others. Authors Kaitlin Gerrity and Scott Lanning have packed this introductory guide and reference book with short, to-the-point information that librarians will refer to often at all stages of a research project. From research ethics to statistical significance and everything in between, this primer is the point-of-need resource for librarians in public, academic, and school libraries who wish to use original research to support the profession.
NBN can get 20% off Conducting Original Research for Your Library by using the discount code NBN20 on the Blooomsbury.com US website.
Caitlin Gerrity is an Associate Professor and Director of the School Library Endorsement Program in the Department of Library and Information Science at Southern Utah University.
Scott Lanning is a LIS Professor an Assessment Librarian/Business, Computer Science and Math Librarian in the Department of Library & Information Science at Southern Utah University.
Discuss in this episode is Philadelphia Alliance to Restore School Librarians (PARSL). In addition to connecting through the PARSL website, you can connect on Instagram and Facebook.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Librarians around the country are currently on a battleground, defending their right to purchase and circulate books dealing with issues of race and systemic racism. Despite this work, the library community has often overlooked—even ignored—its own history of White supremacy and deliberate inaction on the part of White librarians and library leadership. Author Wayne A. Wiegand takes a crucial step to amend this historical record. In Silence or Indifference: Racism and Jim Crow Segregated Public School Libraries (University of Mississippi Press, 2024) analyzes and critiques the world of professional librarianship between 1954 and 1974.
Wiegand begins by identifying racism in the practice and customs of public school libraries in the years leading up to the Brown v. Board of Education decision. This culture permeated the next two decades, as subsequent Supreme Court decisions led to feeble and mostly unsuccessful attempts to integrate Jim Crow public schools and their libraries. During this same period, the profession was honing its national image as a defender of intellectual freedom, a proponent of the freedom to read, and an opponent of censorship. Still, the community did not take any unified action to support Brown or to visibly oppose racial segregation. As Black school librarians and their Black patrons suffered through the humiliations and hostility of the Jim Crow educational establishment, the American library community remained largely ambivalent and silent.
The book brings to light a distressing history that continues to impact the library community, its students, and its patrons. Currently available school library literature skews the historical perspective that informs the present. In Silence or Indifference is the first attempt to establish historical accountability for the systemic racism contemporary school librarianship inherited in the twenty-first century.
Wayne A. Wiegand is F. William Summers Professor of Library and Information Studies Emeritus at Florida State University. Often referred to as “the Dean of American library historians,” he is author of many scholarly articles and books, including Irrepressible Reformer: A Biography of Melvil Dewey; Part of Our Lives: A People’s History of the American Public Library; and American Public School Librarianship: A History.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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Filling a gap in the literature, Inclusive Cataloging: Histories, Context, and Reparative Approaches (ALA Editions and Core, 2024) provides librarians and catalogers with practical approaches to reparative cataloging as well as a broader understanding of the topic and its place in the technical services landscape. As part of the profession's ongoing EDISJ efforts to redress librarianship’s problematic past, practitioners from across the field are questioning long-held library authorities and standards. They’re undertaking a critical and rigorous re-examination of so-called “best” practices and the decisionmakers behind them, pointing out heretofore unscrutinized injustices within our library systems of organization and making concrete steps towards progressive change. In this conversation, co-editors Billey Albina (Amber Billey), Elizabeth Nelson, and Rebecca Uhl discuss their work to bring together chapters that detail the efforts of librarians who are working to improve our systems and collections, in the process inspiring those who have yet to enact change by demonstrating that this work is scalable, possible, and necessary.
From this book, readers will gain an understanding of the theoretical underpinning for the actions that create our history and be challenged to reconsider their perspectives; learn about the important role of the library catalog in real-world EDISJ initiatives through examples ranging from accessibility metadata and gendered information to inclusive comics cataloging and revising LC call numbers for Black people and Indigenous people; discover more than a dozen case studies drawn from a variety of contexts including archives, academic and public libraries, and research institutions; and see ways to incorporate these ideas into their own work, with a variety of sample policies, “how to” documents, and other helpful tools provided in the text.
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From airport bookstores to deckchairs, as audiobooks downloaded by commuters, and on Kindles and other portable devices, twenty-first century bestsellers move in old and new ways. In Space, Place, and Bestsellers: Moving Books (Cambridge University Press Elements in Publishing and Book Culture series, 2024), Lisa Fletcher and Elizabeth Leane examine the locations and mobilities of the contemporary bestseller as a multi-format commercial object. It employs paratextual, textual, and site-based analysis of the spatiality of bestsellers and considers the centrality of geography to the commercial promise of these books. Space, Place, and Bestsellers provides analysis of the spatial logic of bestseller lists, evidence-rich accounts of the physical and digital retail sites through which bestsellers flow, and new interpretations of how affixing the label 'bestseller' individual authors and titles generates industrial, social, and textual effects. Through its multi-layered analysis, this book offers a new model for studying the spatiality of popular fiction.
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In Museums, Archives and Protest Memory (Palgrave Macmillan, 2024), Red Chidgey and Joanne Garde-Hansen address the emergence of ‘protest memory’ as a powerful contemporary shaper of ideas and practices in culture, media and heritage domains. Directly focused on the role of museum and archive practitioners in protest memory curation, they make a compelling contribution to our understanding of how social movements and activist experiences are publicly remembered and activated for social and environmental justice.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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In Fate Unknown: Tracing the Missing after World War II and the Holocaust (Oxford University Press, 2023), Dan Stone tells the story of the last great unknown archive of Nazism, the International Tracing Service. Set up by the Allies at the end of World War II, the ITS has worked until today to find missing persons and to aid survivors with restitution claims or to reunite them with loved ones. From retracing the steps of the 'death marches' with the aim of discovering the burial sites of those murdered across the towns and villages of Central Europe, to knocking on doors of German foster homes to find the children of forced laborers, Fate Unknown uncovers the history of this remarkable archive and its more than 30 million documents. Under the leadership of the International Committee of the Red Cross, the tracing service became one of the most secretive of postwar institutions, unknown even to historians of the period.
Delving deeply into the archival material, Stone examines the little-known sub-camps and, after the war, survivors' experience of displaced persons' camps, bringing to life remarkable stories of tracing. Fate Unknown combs the archives to reveal the real horror of the Holocaust by following survivors' horrific journeys through the Nazi camp system and its aftermath. The postwar period was an age of shortage of resources, bitterness, and revenge. Yet the ITS tells a different story: of international collaboration, of commitment to justice, and of helping survivors and their relatives in the context of Cold War suspicion. These stories speak to a remarkable attempt by the ITS, before the Holocaust was a matter of worldwide interest, to carry out a program of ethical repair and to counteract some of the worst effects of the Nazis' crimes.
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In Indigenous Materials in Libraries and the Curriculum: Latin American and Latinx Sources (Routledge, 2024), Javier Muñoz-Díaz, Kathia Ibacache, and Leila Gómez argue for a decolonial engagement with Indigenous peoples’ creative work to build awareness of divergent epistemologies and foster healing in the learning community.
This interview discusses how faculty and librarians can collaborate to develop inclusive library collections and curricula by supporting Indigenous peoples’ reclamation of lands and languages. In their book, the authors present practices to build and disseminate collections that showcase the work of Indigenous creators from Latin America and compensate for historical erasure and misrepresentation. Consideration is also given to developing a non-hegemonic curriculum in Indigenous languages and cultures for faculty and students from multicultural backgrounds, particularly Latinx students of Indigenous descent. Above all, the book aspires to facilitate the participation of Indigenous peoples in the scholarly conversation to counteract epistemic and material extractivism and transform the scaffolding of higher education in the current global climate crisis. Indigenous Materials in Libraries and the Curriculum is inspired by a transhemispheric vision to elicit conversation between Indigenous peoples from Latin America (Abiayala) and North America (Turtle Island).
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Creating a Person-Centered Library: Best Practices for Supporting High-Needs Patrons (Bloomsbury, 2023) provides a comprehensive overview of various services, programs, and collaborations to help libraries serve high-needs patrons as well as strategies for supporting staff working with these individuals. While public libraries are struggling to address growing numbers of high-needs patrons experiencing homelessness, food insecurity, mental health problems, substance abuse, and poverty-related needs, this book will help librarians build or contribute to library services that will best address patrons' psychosocial needs. Beth Wahler and Sarah C. Johnson, experienced in both library and social work, begin by providing an overview of patrons' psychosocial needs, structural and societal reasons for the shift in these needs, and how these changes impact libraries and library staff. Chapters focus on best practices for libraries providing person-centered services and share lessons learned, including information about special considerations for certain patron populations that might be served by individual libraries. The book concludes with information about how library organizations can support public library staff. Librarians and library students who are concerned about both patrons and library staff will find the practical advice in this book invaluable.
NBN can get 20% off Creating a Person-Centered Library by using the discount code NBN20 on the Blooomsbury.com US website.
Beth Wahler, PhD, MSW is founder and principal consultant at Beth Wahler Consulting, LLC and affiliated research faculty and previous director of the School of Social Work at the University of North Carolina- Charlotte. Dr. Wahler is a social work consultant, researcher, and experienced administrator whose primary focus is trauma-informed librarianship, library strategies for addressing patrons’ or community psychosocial needs, supporting library staff with serving high-needs patrons and reducing work-related stress/trauma, and various kinds of collaborations, services, and programs to meet patron, staff, or community needs. She has also published and presented internationally on library patron and staff needs, trauma-informed librarianship, and library/social work collaborations.
Sarah C. Johnson, MLIS, LMSW, is an Adjunct Lecturer at the School of Information Sciences at the University of Illinois at Urbana-Champaign where she teaches a graduate course on Library Social Work. As a researcher and educator, Sarah is the creator and host of the Library Social Work podcast which aims to inform the public about interdisciplinary collaborations between social service providers and public libraries.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Teaching our students how to become flexible and accurate evaluators of information requires teaching them adaptable processes and not static heuristics. Our conventional information literacy teaching and learning tools are simply not up to tackling the life-long, real-world challenges and transferable applications required by today's evolving information landscape.
Information Literacy and Social Media: Empowered Student Engagement with the ACRL Framework (ACRL, 2024) by Michele Santamaria and A. Nicole Pfannenstiel (2024, ACRL) provides librarians and non-librarian practitioners with ways to teach and learn with social media. It addresses how to broadly conceptualize information literacy teaching with social media and allay any student reluctance to using social media for academic purposes. It proposes how to map some of the ACRL threshold concepts onto specific social media platforms, including Facebook, X, Instagram, and TikTok, while providing general guidance for if and when those platforms change. There are eight concrete, cross-disciplinary lesson plans that factor in design, assessment, and student engagement. Finally, the book considers how up-and-coming platforms might empower students to be critical content creators and encourage librarians and faculty to support and create new information literacy initiatives on their campuses. Information Literacy and Social Media demonstrates how to engage students with and through social media platforms and teach them to embrace their role as information creators through engagement with the ACRL Framework for Information Literacy for Higher Education. This is the step that they must take to truly be metaliterate in the creative and ethical ways that make information literacy an essential college competency.
New Books Network listener can receive 20% off this title through the ALA Store using the promo code: ACRL5456P.
Michele Santamaría is the Learning Design Librarian at Millersville University.
Nicole Pfannenstiel, PhD., is a student-centered faculty member of the English & World Languages department at Millersville University.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Often assumed to be a self-evident good, Open Access has been subject to growing criticism for perpetuating global inequities and epistemic injustices. it has been seen as imposing exploitative business and publishing models and as exacerbating exclusionary research evaluation culture and practices.
Achieving Global Open Access: The Need for Scientific, Epistemic, and Participatory Openness (Taylor & Francis, 2024) engages with these issues, recognizing that the global Open Access debate is now not just about publishing and business models or academic reward structures, but also about what constitutes valid and valuable knowledge, how we know and who gets to say. the book argues that, for Open Access to deliver its potential, it first needs to be associated with "epistemic openness", a wider and more inclusive understanding of what constitutes valid and valuable knowledge. it also needs to be accompanied by "participatory openness", enabling contributions to knowledge from more diverse communities. interacting with relevant theory and current practices, the book discusses the challenges in implementing these different forms of openness, the relationship between them and their limits.
Stephen Pinfield is Professor of Information Services Management at the University of Sheffield, UK, and a Senior Research Fellow at the Research on Research Institute (RoRI).
Xiaoli Chen is project lead at DataCite, a non-profit organization that provides open scholarly infrastructure and supports the global research community to ensure the open availability and connectedness of research outputs. She has a background in Library and Information Science and worked with different disciplinary communities to create and integrate services and workflows for open and FAIR scholarship. She can be reached at [email protected]
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Predatory publishing is a complex problem that harms a broad array of stakeholders and concerns across the scholarly communications system. It shines a light on the inadequacies of scholarly assessment and related rewards systems, contributes to the marginalization of scholarship from less developed countries, and negatively impacts the acceptance of open access. To fix what is broken in scholarly communications, academic librarians must act as both teachers and advocates and partner with other stakeholders who have the agency to change how scholarship is produced, assessed, and rewarded. Predatory Publishing and Global Scholarly Communications (ACRL, 2024) by Monica Berger is a unique and comprehensive exploration of predatory publishing in four parts: Background; Characteristics and Research; The Geopolitics of Scholarly Publishing; and Responses and Solutions. It examines the history of predatory publishing and basics of scholarly assessment; identifies types of research misconduct and unethical scholarly behaviors; provides critical context to predatory publishing and scholarly communications beyond the Global North; and offers structural and pedagogical solutions and teaching materials for librarians to use in their work with authors, students, faculty, and other stakeholders. Predatory Publishing and Global Scholarly Communications gives powerful insight into predatory publishing across the world, inside and outside of the library community, and provides tools for understanding and teaching its impact and contributing to its improvement.Monica Berger is the Instruction and Scholarly Communications Librarian and Professor at the New York City College of Technology, City University of New York.Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.Learn more about your ad choices. Visit megaphone.fm/adchoices
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“Stories of archives are always stories of phantoms, of the death or disappearance or erasure of something, the preservation of what remains, and its possible reappearance—feared by some, desired by others,” writes Thomas Keenan. Archiving the Commons: Looking Through the Lens of bak.ma (DPR Barcelona, June 2024) is about those stories and much more. Özge Çelikaslan uses bak.ma, a digital media archive born out of the social movements in Turkey, to guide us through a journey in which archives become sites of other kinds of stories—some of solidarity, activism, and the commons. Çelikaslan uses the concept of archives of the commons reimagining archives as dynamic spaces of commoning in which creative, autonomous platforms are generated collectively to perpetuate knowledge and sociopolitical relations grounded in solidarity and an ethics of care, not in some distant future but in the here and now.
Özge Çelikaslan is a scholar and practitioner whose research interests encompass media historiography, critical audiovisual archival studies, and research-based film/video practices.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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This interview with Shawn(ta) Smith-Cruz about Grabbing Tea: Queer Conversations on Identity and Libraries and Grabbing Tea: Queer Conversations on Archives and Practice (available in 2024 from the Litwin Books Series on Gender and Sexuality in Library and Information Studies) explores how queerness is centered within library and archival theory and practice. Smith-Cruz and co-editor Sara A. Howard invited library and archives workers to share conversations which became the chapters for these two volumes. These conversations explore a huge range of topics: identity, community practice and outreach, visibility and coming out or being outed in the library, as well as the archive as a site for reclamation, narrative storytelling, ancestral recalling, and historical revisioning within LGBTQ+ communities. Contributions to these volumes integrate interpersonal experiences of professionalism for queer folks in the field, dive into their relationships and points of connection with each other and the communities they serve, and engage with the implications of race and sexuality in archival practice. Readers are invited to listen in and join these conversations that consider the fluidity of our bodies as queer bodies, and our lives as queer lives inside of the library and the archive.
Shawn(ta) Smith-Cruz is a volunteer archivist at the Lesbian Herstory Archives, and an Assistant Curator, and Associate Dean for Teaching, Learning, and Engagement at New York University Division of Libraries.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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A primary question for many librarians, directors, and board members is how to evaluate diversity in a collection on an ongoing basis. Curating Community Collections: A Holistic Approach to Diverse Collection Development (Bloomsbury, 2024) by Mary Schreiber and Wendy Bartlett provides librarians with the tools they need to understand the results of diversity audits and to formulate a reasonable, achievable plan for increasing diversity, equity, and inclusion not only in the collection itself, but also in library collection policies and practices. Information on ways to make diversity, equity, and inclusion part of a library's everyday workflow will help ensure the sustainability of these principles. Schreiber and Bartlett teach readers how to increase the number of diverse materials in their collections and make them more discoverable to library patrons through the implementation of a community collections program. Stories from librarians around the United States and Canada who are auditing and improving the diversity of their collections add broad, scalable perspectives for libraries of any size, budget, and mission. Action steps provided at the end of each section offer a practical road map for all types of libraries to curate a diverse, equitable, and inclusive community collection.
Bloomsbury Libraries Unlimited are offering listeners of the New Books Network 20% off this title at Bloomsbury.com using the code NBN20.
Mary Schreiber received her M.L.I.S. degree from Kent State University’s School of Information. She has worked in children’s services, collection development, and is currently a branch manager for Cuyahoga County Public Library. She authored Partnering with Parents: Boosting Literacy for All Ages, which was released in 2019.
Wendy Bartlett is the Collection Development and Acquisitions Manager at Cuyahoga County Public Library. Wendy has also served as a branch manager for CCPL. Previously, Wendy was the Assistant Director at the Kent Free Library in Kent, Ohio, and before that Wendy was the Regional Manager for the Cleveland and Pittsburgh Borders Books and Music stores. Wendy's first book, Floating Collections: A Collection Development Model for Long-Term Success, was published by Libraries Unlimited.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Building on the success and impact of Library 2020: Today’s Leading Visionaries Describe Tomorrow’s Library by Joseph Janes, Library 2035: Imagining the Next Generation of Libraries (Rowman & Littlefield, 2024) edited by Sandra Hirshupdates, expands upon, and broadens the discussions on the future of libraries and the ways in which they transform information services to best serve their communities. Library 2035 explores the lessons learned over the past decade and forecasts the opportunities, strengths, and challenges for libraries in the future. Contributors including R. David Lankes, Kelvin Watson, Annie Norman, Miguel Figueroa, and Nicole Cooke, along with 25 other library leaders, were asked to describe the “library of 2035” in whatever way they wanted. Their responses to this question will inspire, provoke, challenge, and expand our thinking about the role and importance of libraries in the future. Library leaders, LIS students and faculty will find this book particularly meaningful and useful as we grapple with what the future of libraries and the profession will be.
Dr. Sandra Hirsh hosts the Library 2035: Imagining the Next Generation of Libraries Webcast with contributors to this work
Dr. Sandra Hirsh is the Associate Dean for Academics in the College of Professional and Global Education at San José State University (SJSU). She previously served as professor and director of the SJSU School of Information and worked at HP Labs, Microsoft, and LinkedIn. She is past president of the Association for Library and Information Science Education (ALISE) and the Association for Information Science & Technology (ASIS&T).
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Serving Hispanic, Latine, and Latinx Students in Academic Libraries (Library Juice Press, 2024) is a collection of essays written by library workers that highlights academic library practices, programs, and services that support Hispanic, Latine, and Latinx students. As of 2020, there were over 500 federally designated Hispanic-Serving Institutions (HSIs) in the United States and Puerto Rico with another 300 designated as “emerging”. But this is only part of the picture; there are many more institutions of higher education with large Latinx populations that do not have this designation.
In this book, editors Sommer Browning and M. Isabel Soto-Luna bring together contributions that draw attention to the important and exciting work being done in the libraries of these community colleges and research-centered institutions. With chapters on information literacy, special collections, collection management, critical pedagogy, and many others, this is an essential book for library workers searching for new programs and fresh ways to support their Hispanic and Latine students.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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In this episode of the CEU Press Podcast, host Andrea Talabér (CEU Press/CEU Review of Books) sat down with Cyril Heude (Sciences Po) to talk about all things metadata. What is metadata? How can researchers use metadata to help others discover their research? Cyril answers all these questions and more.
Cyril’s main activities as a data librarian consist of Data Management Plan advising and writing, administrating the institutional repository (data.sciencespo), training students and researchers, writing online guides, conducting events and workshops with laboratories staff, archivists and the data protection officer and participating in a data journal (editorial and scientific committees). His professional interests focus on active and playful teaching through escape games, murder parties, board games, sketch notes and storytelling.
Useful links:
Sciences Po guide about data management.
Metadata standard in social sciences.
This episode is part of our Getting published series. For our episode on how to write a successful book proposal click here. For our episode on navigating peer review, click here.
The CEU Press Podcast delves into various aspects of the publishing process: from crafting a book proposal, finding a publisher, responding to peer review feedback on the manuscript, to the subsequent distribution, promotion and marketing of academic books. We will also talk to series editors and authors, who will share their experiences of getting published and talk about their series or books.
Interested in CEU Press’s publications? Click here to find out more: https://ceupress.com/
Stay tuned for future episodes and subscribe to our podcast to be the first to be notified.
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