Building An Ethical Digital Humanities Community: Librarian, Faculty, and Student Collaboration

This article examines work building a digital humanities community at Salem State’s Berry Library. The initiatives are comprised of a three-pronged approach: laying groundwork to build a DH center, building the DH project Digital Salem as a place-based locus for digital scholarship and launching an undergraduate internship program to explore ethical ways of creating innovative research experiences for undergraduate students. Together, these initiatives constitute an important move toward putting libraries at the center of creating DH opportunities for underserved student populations and a model for building DH at regional comprehensive universities

“We Do More Than Discuss Good Ideas”: A Close Look at the Development of Professional Capital in an Elementary Education Liaison Group

In an era when many news media, policy makers, and professionals in the field may consider teacher education under attack, teacher education programs are being held accountable for increased rigor (Council of Chief of State School Officers, 2012). Teacher educators are in a unique position to examine more closely specific practices and teacher education as a profession to enhance program quality and candidate outcomes. Toward that end, we focused on work within a community of practice (Wenger, 1998) for this inquiry. Faculty who work in elementary school settings at least one day per week, serving as liaisons to partner schools and supervising teacher candidates, made up this community

A bibliography of papers on the diffuse interstellar bands

Presented is a compilation of publications on the diffuse interstellar bands, found in the literature dating back to the first known mention of the bands. It has been attempted to make this list complete, but it must be recognized that some papers may be missing. Judgement was required in some cases where the diffuse bands are mentioned, but are not a central theme of a paper; in most instances we kept such papers in a list, rather than omitting them

Navigating the Terrain of Third Space: Tensions with/in Relationships in School-University Partnerships

Using theoretical conceptions of third space and hybrid teacher education, we engaged in a collaborative self-study of our practices as university-based teacher educators working in student teaching partnership settings. We sought to understand the ways in which the hybrid teacher educator fosters and mediates relationships to work towards a collective third space. In this article, we describe the nature of relationships in our work, the tensions wrought by complexities of these relationships, and ways we negotiated tensions in order to foster relationships that productively mediated processes of teacher education. In addition, we propose a framework for moving beyond traditional notions of oppositional triadic relationships of student teacher, mentor teacher, and supervisor in recognition of complex social interactions in the third space

Active learning in technical services education

Technical services educators have needed to demonstrate creativity and foresight in providing venues for their students, especially in online classes, to engage meaningfully with material. In the past year, that has also meant facilitating learning in the midst of a global pandemic. In acknowledgement of the necessity of engaging students, especially online, this panel on active learning in technical services education will bring together panelists in discussion with the audience to share their expertise and offer insights into pedagogical best practices. A number of technical services courses were already being taught online when the COVID-19 pandemic required many schools to move all their in-person courses to a virtual environment. Although the modality of many technical services classes might not have changed, the disposition of the student body fundamentally did. Students were stressed and worried, starting in spring 2020 and continuing to present. The challenge then has become educating students more distracted than usual, while being compassionate and understanding. Technical services education has fundamentally shown itself to be resilient in this capacity, with efforts being made to engage students through active learning strategies. Active learning can be defined as “activities that students do to construct knowledge and understanding” [1]. In other words, instead of passively observing lectures and taking notes, students are expected to take a more central role in their learning by, for example, collaborating with fellow students, solving problems posed by the instructor, and discussing case studies. Active learning strategies are effective due to their focus on encouraging students to construct new knowledge and to engage in higher-order thinking. Active learning techniques are often explained with physical classrooms in mind. However, what about active learning in online classrooms? Can an online instructor facilitate active learning in the same way as an instructor in a physical classroom? In-person classroom engagement will always be different than it is online, but that does not mean active learning strategies cannot be applied in online courses. The panel will begin with a discussion of what active learning means in library and information science (LIS) education, and in technical services education in particular, with consideration given to challenges related to using active learning techniques during the COVID-19 pandemic. Next, it will look to both best practices and illustrations of active learning in technical services, providing concrete examples for the audience to consider. Finally, the panel will discuss strategies for engaging students in online classes, using the time to solicit input from audience members in a discussion of the topic. Audience members will be encouraged to ask questions and provide their own ideas for active learning in technical services education courses, both in-person and online. References [1] Brame, C. J. (n.d.). Active learning. https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Active-Learning.pd

Stable dietary isotopes and mtDNA from Woodland period southern Ontario people: results from a tooth sampling protocol

AbstractBioarchaeological research must balance scholarly commitment to the generation of new knowledge, descendants' interests in their collective past, and the now common practice of rapid re-interment of excavated human remains. This paper documents the first results of a negotiated protocol built on the retention of one tooth per archaeologically derived skeleton, teeth that can then be used for destructive testing associated with ancient DNA and stable isotope investigations. Seven archaeological sites dating from the 13th to 16th centuries provided 53 teeth, 10 of which were subdivided between DNA and isotope labs. All tooth roots yielded haplogroup results, and five provided more detailed sequence results. Stable isotopes of carbon and nitrogen document heavy reliance on maize among all individuals, as well as reliance on a diverse range of fish. This work establishes baseline mtDNA information for Northern Iroquoians, and confirms the value of using dental tissues for dietary reconstruction. Particularly when human remains are fragmentary or co-mingled, this approach holds promise for ongoing incorporation of bioarchaeology into reconstructions of past peoples' lives

Seeing red over black and white: popular and media representations of inter-racial relationships as precursors to racial violence

The recent murder in the UK of Anthony Walker attests to the lingering antipathy, indeed hostility, toward intimate inter-racial relationships, especially those involving black men and white women. Seventeen year-old Walker was brutally beaten then fatally assaulted with an axe to his head - the 'provocation' for the attack was this young black man’s relationship with his white girl friend. This paper assesses the historical and contemporary images and mythologies that continue to stigmatize inter-racial relationships. Specifically, we look at the representations disseminated through varied popular media forms. The paper suggests that these mediated constructs condition an environment that facilitates, if not encourages, violence against those in inter-racial relationships

Competencies Through Community Engagement: Developing the Core Competencies for Cataloging and Metadata Professional Librarians

In 2015 the Association for Library Collections and Technical Services Cataloging and Metadata Management Section (ALCTS CaMMS) Competencies for a Career in Cataloging Interest Group (CECCIG) charged a task force to create a core competencies document for catalogers. The process leading to the final document, the Core Competencies for Cataloging and Metadata Professional Librarians, involved researching the use of competencies documents, envisioning an accessible final product, and engaging in collaborative writing. Additionally, the task force took certain measures to solicit and incorporate feedback from the cataloging community throughout the entire process. The Competencies document was approved by the ALCTS Board of Directors in January 2017. Task force members who were involved in the final stages of the document’s creation detail their processes and purposes in this paper and provide recommendations for groups approaching similar tasks