BOHMs AWAY! Lessons from a Collection Survey

VCU James Branch Cabell Library underwent a major renovation and expansion from 2014 to 2016, necessitating a move of all special collections and archives materials. After the move we surveyed our collections to help us regain intellectual and physical control. In addition, the survey allowed us to assess whether collections were in need of additional processing or reprocessing to make them more accessible physically and intellectually, identify special formats, and address conservation issues. To conduct the survey, we created a form and used this in conjunction with the assessment tool in Archivists’ Toolkit. The form included checklists to note information such as material formats other than paper, specific condition and preservation issues, as well as a general notes field. For brevity and consistency, we created a list of abbreviations to use. Collections were ranked using an agreed upon set of criteria in multiple categories. The rankings have helped determine which collections are in most need of attention. During the course of the survey we discovered that not all collections were processed equally, meaning that they didn’t always conform to best practices and standards. This poster will expand upon what we learned and what we’re doing with the information we obtained

Layered Places: Artists' Books by Kyoko Matsunaga

U-M Library Undergraduate Research Award - First Place, Maize Award for Single-Term ProjectsKyoko Matsunaga creates books that are highly refined, delicate, and special while remaining accessible. Her work combines traditional Japanese materials with contemporary digital printing technology to produce ethereal artists’ books. This online exhibit in Omeka explores Kyoko Matsunaga and her work within our library collection. The University of Michigan Library’s collection includes three Artists’ Books by Japanese artist Kyoko Matsunaga. While different in binding, size and content, the similar themes of the three works demonstrates how Artists’ Books can convey complex ideas about place. Whether real or imagined, Matsunaga’s books create immersive places and despite their small size, they transport the viewer to a place of her making. For Matsunaga, Artists’ Books, are a chance to “reassemble [my] memories and give them new meaning. It is like finding a constellation” (Matsunaga, 2016). In addition to memory, her work often focuses on place because, “Any place has personal and social memories and I’m interested in the multi-layered aspect of place” (Matsunaga, 2016). By turning the page to see a half hidden image or rotating the book to see the next subject to jump across the stones, Matsunaga reconstructs her memories to form ideas about place and perception. She compiles and configures memories of places to create new experiences. Matsunaga’s books converge many memories of a single location and layer them to form a distinctly different place. With this exhibit we hope to overcome some of the obstacles books present using video clips. Kyoko Matsunaga’s books demonstrate this unique art form’s ability to both transcend and utilize traditional book structures to create meaningful and beautiful works of art. Curated by Maggie Johnson as part of the Michigan Library Scholars summer internship at the University of Michigan Library.University Library's Michigan Library Scholars internship programhttp://deepblue.lib.umich.edu/bitstream/2027.42/122868/1/2016CapstonePresentation_Jul29_MaggieJohnson.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/122868/5/Archive_Omeka_LayeredPlaces_Pages.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/122868/7/Margaret_Johnson_Layered_Places_Exhibit.pdfDescription of 2016CapstonePresentation_Jul29_MaggieJohnson.pdf : Capstone presentationDescription of Archive_Omeka_LayeredPlaces_Pages.pdf : Archived Pages for Omeka Online ExhibitDescription of Margaret_Johnson_Layered_Places_Exhibit.pdf : Online Exhibi

Classroom Practices and Perspective Transformation in an Adult Elementary Spanish Classroom

The purpose of this research was to explore students\u27 experiences of perspective transformation and the classroom practices contributing to that transformation in a first-semester, college Spanish class. Purposeful sampling was used to choose a college-level Elementary Spanish I class to study. The qualitative case study design required the collection of three kinds of data: 1) participant observation in the classroom, 2) student learning journals, and 3) one-on-one interviews conducted with eight students purposefully sampled from the class. The criterion for selecting interview participants was evidence in the participant observation and learning journal data of the early stages of perspective transformation. The participant observation data provided a description of the classroom setting and the instructional techniques therein. Six classroom practices were identified as characteristic of the classroom: 1) direct grammar instruction, 2) English as the primary language of instruction, 3) small-group oral language practice, 4) sidebars on culture and society, 5) learning journals, and 6) the viewing and analysis of a film. Analysis of the learning journals and one-on-one interviews with the researcher revealed multiple categories of learning reported by students, of which three were determined most likely to be indicators of perspective transformation: 1) learning about differences, 2) learning about connections, and 3) learning about learning. Additionally, the four instructional techniques reported as most important for these categories of learning were 1) sidebars on culture and society, 2) the viewing and analysis of the film, 3) small-group oral production, and 4) learning journals. In addition to the categories of learning and instruction, analysis of the interview data revealed that the the impact of participants\u27 transformative learning was 1) increased openness to language and/or culture and 2) desire for real-world contact with the language and/or culture

The essential nature of trueness

This item was digitized by the Internet Archive

Balancing Liberty, Dignity and Safety: The Impact of Domestic Violence Lethality Screening

This Article undertakes the first ever analysis of the consequences of the justice and legal system’s extensive use of lethality assessment tools for women subjected to abuse. An increasing number of states are now requiring their police, prosecutors, civil attorneys, advocates, service providers, and court personnel to assess women in order to obtain a score that indicates the woman’s lethality risk because of domestic violence. The mandated danger assessment screen of all women subjected to violence focuses only on the risk of homicide and thereby limits the definition of what is domestic violence. In addition, the accompanying protocol for the screen addresses the homicide risk by directing women into particular courses of action, some of which may actually increase their risk. This Article argues that the state’s and legal system’s pervasive use of lethality assessment tools encroaches on women’s dignity unnecessarily and even detrimentally. To better address the domestic violence experienced by women, society needs to ensure that its pursuit of one goal - the reduction of homicide - does not undermine its other goals - such as the respect necessary for the woman’s dignity and autonomy. To address these concerns, this Article first suggests that there should be full transparency to both the woman subjected to abuse and legal system actors about the benefits and disadvantages of lethality assessments. Second, all administrators of lethality assessments should ensure they obtain the woman’s informed consent to conduct the screening or permit the woman to decline the screen. Third, in order to address the serious concern of coercion, risk assessment administrators should engage in woman-centered counseling, so that options for courses of action are evaluated through the lens of the woman’s objectives

Democracy and Education at the Barnes Foundation

Through the foundation that bears his name, Albert C. Barnes put into practice John Dewey\u27s notions of education, democracy, and scientific method. A description of the egalitarian and empirical aspects of the institution known as The Barnes Foundation confirms the instrumental function of art for education. The Barnes Foundation served as a learning laboratory rather than as a museum of art; in this manner works of art served an instrumental function through indicating Deweyan theory about democracy and education