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This collection contains externally published works by librarians and staff of IU Libraries.

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    Knowing (un)Knowings: Cultural Humility, the Other(s), and Theories of Change
    (ALA Editions, 2023-04-01) cline, nicholae; López-McKnight, Jorge R.
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    Leaning on Our Labor: Whiteness and Hierarchies of Power in LIS Work
    (MIT Press, 2021-04-13) cline, cline; Méndez-Brady, Marisa; Brown, Jennifer
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    Like Our Lives Depended on It: Reflections on Embodied Librarianship, Counterspaces, and Throwing Down
    (Rowman & Littlefield, 2018-06-01) cline, nicholae; López-McKnight, Jorge R.; Washington, Madelyn Shackelford
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    Seasonal Visual Literacy: Using Current Events to Teach Data and Spatial Literacy Skills with Adaptable LibGuides
    (ACRL, 2022) Fleming, Jacqueline; Quill, Theresa
    This recipe is one for your whole community! Since the beginning of March 2020, the COVID-19 pandemic has changed the way we serve our library communities. One huge change has been the new emphasis on data visualizations that are publicly available and not always based on reliable information. This constant onslaught of visual information created an infodemic (information epidemic) that communities across the world were not ready to digest.1 This healthy and hearty recipe is for how to create a LibGuide on visual literacy and maps. The goal in creating this research guide is to give your patrons and community the nutritional benefits of data literacy and visual literacy skills. The combination of ingredients in this recipe will create a meal that gives the vitamins and healthy fats needed to recognize the different types of information sources making visualizations and understand how to read visual information and how to assess the reliability of the sources and the data presented in each visual. By focusing on current events, this recipe offers immediately actionable literacy skills in an easy-to-digest format.
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    Working across Borders: Building Collaborations for Primary Source Instruction
    (Journal of Map & Geography Libraries, 2020-03-02) Quill, Theresa; Maryanski, Maureen E.; Meiman, Meg; Planton, Isabel; Press, Meggan; Schwier, Carrie
    Indiana University (IU) Libraries hosts a three-day Primary Source Immersion Program (PSIP) for instructors, to help them integrate primary sources into existing or new courses and foster their students’ information literacy skills in relation to primary sources. PSIP draws on the rich collections of IU Libraries, including University Archives, the Lilly Library for rare books and special collections, and the Herman B Wells Library Map Collections. PSIP began as a collaborative endeavor among instructors, archivists, special collections librarians, teaching librarians and collection managers, and has quickly become a support structure allowing for ongoing collaborations across a large university. This article describes the creation of the Primary Source Immersion Program, including the development of primary source-specific rubrics which were informed by the ACRL Information Literacy Framework and the SAA/RBMS Primary Source Literacy Guidelines. We demonstrate how the pre-PSIP landscape of primary source instruction on campus evolved to be more collaborative after the introduction of PSIP, briefly describe what happens during the three-day workshop, and offer several case studies which highlight resulting semester-long collaborations between instructors and librarians related to maps and spatial literacy. Finally, we discuss future directions for maps/spatial literacy that have grown as a result of PSIP.
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    Current Issues in the Field
    (Association of College and Research Libraries (ACRL) Press, 2021) McLaughlin, Margaret; Versluis, Ali; Hare, Sarah
    This is the pre-print version of the book chapter, which was submitted to the editors before peer review. As the field of open education has grown and OER adoption has become more widespread, discussion about related critical issues has also developed, particularly in the discipline of Library and Information Science (LIS). This section explores current issues that are often less visible or present in the literature but are paramount to librarians interested in furthering OER and representing the complexities of OER creation and adoption in their outreach. Our section begins by grounding OER usage within the larger publisher landscape, discussing trends in the delivery of OER and publisher attempts at “openwashing,” or co-opting open to further financial gains. We then address the unsustainable labor practices inherent in the open education movement, including the trend of temporary and part-time positions in leading OER work, limited compensation, over-reliance on grant funding, and a lack of recognition of collaborators. Finally, we discuss how technocracy is embedded in open education discourse, by addressing barriers students and educators face when adopting or using OER. Throughout the section, we present practical tips and resources, ultimately providing open advocates with a conceptual overview of critical issues as well as tangible actions they can undertake.
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    Constructing citations: reviewing chat transcripts to improve citation assistance as a service
    (Emerald Insight, 2021) Wilkinson, Jaci; Denneler, Alyssa; Nay, Leanne; Johnson, Anna Marie
    Purpose Using chat transcripts from Indiana University Libraries, the authors examined a subset of transcripts involving citations. From this analysis, they propose improvements for citation assistance as a holistic service. Design/methodology/approach Two years of chat transcripts were examined and questions containing citation-related keywords were segregated for further examination. The authors used a test data set to create a coding scheme for the questions and responses. This scheme was then applied to all the citation-related transcripts. Findings 390 of 11,553 transcripts included interactions about citations. In 42% of the transcripts, no specific citation style was mentioned. American Psychological Association and Modern Language Association were the most frequently mentioned citation styles by chat users. Business reports (company data and market research), periodicals (journal, newspaper or magazine articles), websites and government documents were the most often asked about formats, but there was a wide variety of other unusual formats. Questions about EndNote were more common than other types of citation management software. Chat staff utilized a variety of responses including guiding the student by example, directing to an online resource for more information (85% of the responses) or referring to a citation management expert. An unexpected amount of hedging words in the responses indicates the presence of anxiety on the part of chat staff in responding to these types of questions. Originality/value This paper goes beyond most existing studies of chat transcripts by using chat transcripts as data to guide service improvements for a commonly asked but not typically discussed set of questions.
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    In Good Company: Engaging in the Maker Movement Alongside Campus Partners
    (Taylor & Francis, 2021-01-01) Nay, Leanne
    Makerspaces have become increasingly common in academic libraries, but libraries are not alone in their enthusiasm for the creative and innovative culture known as the maker movement. As more libraries develop makerspaces, so do other campus units and universities. This article presents a case study of the Indiana University Libraries’ makerspace initiatives and their role in a larger network of makerspaces on the IU Bloomington campus. The author synthesizes examples from several institutions to make recommendations for libraries looking to contribute to the maker culture at their institution.
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    The New Censorship: Anti-sexuality Groups and Library Freedom
    (Journal of Intellectual Freedom and Privacy, 2020) Watson, Brian M.
    Reviewing every issue of “Censorship Dateline” in the Newsletter on Intellectual Freedom and Journal of Intellectual Freedom and Privacy alongside ALA Office for Intellectual Freedom’s annual reports on censorship and the EBSCO ban in Utah, this article considers reasons for the significant rise in the targeting of libraries by individual anti-sexuality activists. Then the author considers what can be applied from the history of anti-sexuality censorship campaigns and offers possible plans for librarians.
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    “There was Sex but no Sexuality*:” Critical Cataloging and the Classification of Asexuality in LCSH
    (Cataloging and Classification Quarterly, 2020) Watson, Brian M.
    This paper examines the addition of “asexuality” to the Library of Congress Subject Headings as a case study from which to examine the critical cataloging movement. Beginning with a review of some of the theoretical and practical issues around subject access for minoritized and marginalized sexualities, this paper then contextualizes, historicizes, and introduces the critical cataloging movement to the literature, situating it within a larger and longer history of radical cataloging. It will define critical cataloging as a social justice-oriented style of radical cataloging that places an emphasis on radical empathy, outreach work, and recognizes the importance of information maintenance and care. This paper introduces the concept of “catalogic warrant” to characterize the process of “reading” the catalog to examine the harm or benefit of terms on users and the wider library community.
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    Hellfire and Cannibals: Eighteenth and Nineteenth Century Erotic Reading Groups and Their Manuscripts
    (Edinburgh University Press, 2020) Watson, Brian M.
    Under the cover of darkness on the 30th of November 1737, twenty-four men from localities as far as Edinburgh and Dundee descended on the small seaside town of Anstruther in the Kingdom of Fife, Scotland. Under their dark cloaks, or secluded in their carriages, the men would have been well-dressed, convivial, and excited—for it was St. Andrews Day. For some of them, this would have marked their fifth year of attendance at a biannual dinner. For a select three, this would have marked their first attendance at this secret feast.
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    Queer Beginnings: From Fanzines to Rule 34
    (Lexington Books, 2020) Watson, Brian M.; Derie, Bobby
    Rule 34 of the internet states: “there is porn of it, no exceptions.” In function, this is an observation that “there is definitely pornography and erotic fan fiction of your favorite fandom,” as demonstrated by reddit's /r/rule34, Archive Of Our Own, and other sites. Although common to the point of satire on the internet today, this phenomenon has its origins much earlier in the 20th century. Erotic fan fiction and fan art developed among the fan press, which provided an environment and outlet for publishing erotic fan works. This paper will trace the history of the rule 34 phenomena through science fiction and fantasy fanzines—from their beginnings in the 1930s as a response to the rise of pulp fiction, and onwards through the 1960s when it had proliferated into discussing and glorifying comics, television, and other media. As fanzine culture grew and proliferated, it created communities for LGBTQ+ individuals, their fan art and fan fiction. The meeting between LGBTQ+ individuals and fanzine culture led to the emergence of rule 34 phenomena well before the internet codified and popularized the idea. The publication of some of the first non-commercial erotic pop culture derivative art and fiction connects strongly to the evolving articulation of queer and minoritized identities in the fan culture.
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    Bias and Inclusivity in Metadata
    (Archival Outlook, 2020) Watson, Brian M.
    Metadata—as any archivist, librarian, or information professional knows—is critically important. If you can understand and control metadata, you can control the knowledge discipline, even those you do not know anything about, according to Robert D. Montoya, assistant professor of information and library science at Indiana University Bloomington (IUB). Metadata can be lethal: “We kill people based on metadata,” said the former head of the Central Intelligence Agency and National Security Agency, retired US Air Force General Michael Hayden.
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    Review: Archives
    (The American Archivist, 2020) Watson, Brian M.
    As long-term practitioners or readers of archival studies well know, there is a persistent tendency by nonarchivists to discuss “archives” as remote or overidealized Platonic sites, far removed from mundane things such as labor, sweat, or workday politics. It is gratifying to report that Archives, by Andrew Lison, Marcell Mars, Tomislav Medak, and Rick Prelinger, only half succumbs to this tendency.
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    Review: Bodies of Information: Intersectional Feminism and Digital Humanities
    (The American Archivist, 2019) Watson, Brian M.
    The increasing sophistication and prevalence of digital archives, alongside “archival turns” in a number of different disciplines, has meant increasing engagement with archives (digital and otherwise) in a variety of new ways. Most notably, this has meant significant interest in the archival field by digital humanists. However, archivists have been far less engaged in the other direction.1 The latest book in the University of Minnesota Press's Debates in the Digital Humanities series, Bodies of Information: Intersectional Feminism and Digital Humanities, is a superb example of the former. The editors are Dr. Elizabeth M. Losh, associate professor of English and American studies at the College of William and Mary, whose work focuses on rhetoric, feminism, digital humanities, and electronic literature; and Dr. Jacqueline Wernimont, Distinguished Chair of Digital Humanities and Social Engagement at Dartmouth College Library and associate professor of women's, gender, and sexuality studies, who previously published on histories of media and technology and how they intersect and interact with archives and historiography.
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    Review: Ethical Questions in Name Authority Control
    (Cataloging & Classification Quarterly, 2019-10-09) Watson, Brian M.
    Authority control is not a field of cataloging in which monographs are terribly common; the ethics of any cataloging or classification specialization even less so. Ethical Questions in Name Authority Control, as a search of an online catalog will reveal, is represented by the Library of Congress subject headings “Name authority records (Information retrieval)” and “Cataloging--Moral and ethical aspects.” Indeed, the Library of Congress (LOC) online catalog only lists this one book on the subject. Regardless, this compilation of essays is thoughtful, in-depth, and cutting edge. The editor, Jane Sandberg, has previously published on Resource Description and Access (RDA), BIBFRAME, and authority control, and brings a discerning eye in her selections for this book. As she notes in the introduction, “this is the first time that scholars have come together to look at multiple facets of name authority control with the goal of working toward an ethical framework,” something that has become even more urgent as issues around linked and big data, social media, and privacy increase. The essays are organized into four sections exploring various topics in great depth, and a fifth, which proposes some solutions to the problems presented in the prior parts. This review will focus on those topics of greatest interest to Cataloging & Classification Quarterly readers, but does not attempt to be comprehensive.
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    Homosaurus and Digital Transgender Archive
    (The American Archivist Reviews, 2019-06-18) Watson, Brian M.
    Homosaurus is a linked data vocabulary used as a controlled vocabulary on the Digital Transgender Archive. Despite this modern form, it has deep historical roots: it is based on the internal thesaurus of Netherland’s International Homo/Lesbian Information Centre & Archives (IHLIA). Two separate institutions—the Homodok research library at the University of Amsterdam and the Anna Blaman Huis of Friesland—pooled resources for LGBTQ+ history to form IHLIA, creating one of the most extensive queer-specific library and archives in the world.
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    Rogue Performances: A Review of Abigail De Kosnik’s Rogue Archives: Digital Cultural Memory and Media Fandom
    (Digital Humanities Quarterly, 2020) Watson, Brian M.
    When I began reading Abigail De Kosnik’s Rogue Archives: Digital Cultural Memory and Media Fandom (MIT Press, 2016) with a professional eye, I was struck by the number of ways that it connected and resonated with my personal life and practice. Although I work at the Kinsey Institute Library and Special Collection as a graduate archivist and I am receiving the benefits of a traditional archival education, I have also been involved in independent and community archives for a number of years. Particularly, I have been working to preserve the communities and materials of marginalized groups from the generalized decay of the internet. Rogue Archives then, was a self-discovery. It also became an exploration: this book review was originally livetweeted as part of a year-long experiment to engage with authors and their communities while reading their work. As a result, this journal review will conclude with some thoughts on what the experience of a performative livetweet “remix” of an academic work is like for both the reviewer and the reviewed.
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    Chapter 4: Bottlenecks of Information Literacy
    (ACRL, 2019-11) Middendorf, Joan; Baer, Andrea
    In recent years academic librarians have expressed great interest in the places where students get “stuck” in their learning process, such as threshold concepts and bottlenecks. By identifying where students struggle, librarians, like many college educators, can develop more effective pedagogical approaches both to their individual instruction and to collaborative teaching with disciplinary faculty. Decoding the Disciplines (hereafter Decoding) is a model for instructional design that begins with identifying these stuck places, the “bottlenecks of learning.” The Decoding framework offers a process for teachers to address these bottlenecks through modeling, opportunities for student practice and instructor feedback, and assessment. While Decoding is most often discussed in relation to student learning, it is also a powerful model for fostering cross-disciplinary dialogue and collaboration among educators. Decoding the Disciplines is a theory of pedagogy, while bottlenecks are a theory of difficulty that guide Decoding. As a theory of difficulty, the bottlenecks point educators to where the critical assumptions and mental moves in their discipline are not being made clear and where it would be worthwhile to focus their efforts. As a pedagogical theory, Decoding the Disciplines provides a solid framework to get students through the difficulties. We surveyed instruction librarians about their perceptions of the “bottlenecks of information literacy,” which revealed that most pervasive bottleneck of information literacy for students, faculty, and librarians may be the misconception that information seeking is a simple mechanical process of source retrieval, rather than an inquiry-driven, analytical process. In this chapter we discuss how Decoding can help educators develop effective responses to this bottleneck, as well as how Decoding and the Framework can work complementarily to cultivate cross-disciplinary teaching partnerships that address such bottlenecks.