Data: What Do YOU Need in our Collection?

ScipioneCensusLecture

Paul Scipione talks about his mentor and friend Dr. George Gallup, well know for developing the Gallup opinion poll.

The library held a successful Celebration of Data event last Wednesday (April 24, 2013) where Professor Emeritus Paul Scipione gave a lecture on the value of census data.

“Looking at census information, you are able to see not just statistics, but that there are stories in there…”.  The data provides “the very story of the United States,” giving us a historical picture of when Americans became affluent enough to afford a family car, televisions, college degrees or their own homes.  Scipione tells us how businesses saw the value of census information for market research and how technological advances impacted what and how much information could be collected and offered by the Census Bureau.  For more, watch the lecture online.

The event was part of the 2013 International Year of Statistics, an initiative of over 1900 participating organizations from all over the world who are holding events to celebrate data and promote the importance of statistics.

But we don’t want the conversations to end there!

DataQuestionMark1

Tell us, what are your data needs?

It is most fitting that during this year of statistics, Milne is developing a census and data collection for Geneseo.  The purpose of the collection is to provide student, staff and faculty researchers easy access to data; and to provide area entrepreneurs and small businesses access to economic and demographic data for market research.

This collection will be most useful if folks like you have a hand in its development.  Let us know what resources you need in this collection.

Primary Sources? We’ve got places to find ‘em!

LOCAmericanMemoryOne of the most interesting online resources I’ve come across is the Library of Congress’ American Memory Collection. This is a compilation of many digital collections that have to do with all aspects of American life and history. There are tons of primary sources–so be sure to look here if your history assignment calls for them! From Fifty Years of Coca-Cola Television Advertisements to The Evolution of the Conservation Movement, 1850-1920 the topics touch all aspects of history in the United States and are come in lots of forms. There are transcripts of interviews, audio recordings, photos, silent films, pictures of posters and other ephemera, and more.

JohnKellySM

John Kelly’s Fine Shoes image accessed via loc.gov/ammem

One of my favorites so far has been the Fiddle Tunes of the Old Frontier: The Henry Reed Collection, which features recordings and musical transcriptions of a famous fiddler’s tunes. You can hear the famous fiddler play and speak about the songs, and find the accompanying sheet music and download if for your own use.

For teachers and education majors out there, the Library of Congress has great tools for lesson planning. Using grade levels, common cores, and subjects they will connect you with great resources to use in your classes.

Teachers copyThe American Memory Collection unites a lot of unique digital collections. While it’s easy to browse and get caught up in each collection, a user can also search their topic easily–either within one specific theme or collection, or the entire American Memory. You never know what treasures you might find!

Advertising Ephemera Collection – Database #A0116

Emergence of Advertising On-Line Project

John W. Hartman Center for Sales, Advertising & Marketing History

Duke University David M. Rubenstein Rare Book & Manuscript Library

http://library.duke.edu/digitalcollections/eaa_A0116/

The truth, the truth! My kingdom for the truth!

Richard III

Richard III

Last month news story headlines all over the world confirmed that bones exhumed from under a parking lot in Leicester, England, are those of Richard III, King of England from 1483–1485. Last of the Plantagenet dynasty that had ruled England since 1154, Richard was killed—the last English king to die in battle—fighting the forces of Henry Tudor, who became Henry VII and the founder of the Tudor ruling line.

So what? This was over 500 years ago. Besides, Richard III was a bad king and a worse human being. Now if it was King Arthur’s bones that had been discovered… But actually, Richard III—or more accurately, the image most people have of Richard—is surprisingly relevant to our time. We think of political spin as something from modern times, but in reality, it’s been going on for centuries.

Thanks primarily  to William Shakespeare, Richard is best known as one of history’s great villains, responsible for (at least) usurping the throne, murdering his two nephews, having lustful designs on his own niece, and committing other random murders along the way. He also was hunchbacked, limped, and had a withered arm and squinty eyes.

PluckingEDIT

William Shakespeare’s version of the splitting of nobles into the factions of York and Lancaster, sparking the Wars of the Roses in 15th-century England.
Artist: Henry Arthur Payne (1868–1940).
Image credit: Wikimedia Commons, public domain

The problem with the popular notion of Richard is that much, if not most to all of it, is untrue. In the time period Shakespeare was writing, Henry Tudor’s granddaughter, Elizabeth I, was on the English throne. Shakespeare would have certainly been aware that pleasing the monarch was the best way to success (including keeping one’s head attached to one’s shoulders), so he would have been extremely unlikely to write anything positive about the man Elizabeth’s grandfather had killed. The sources that Shakespeare drew upon in writing Richard III were similarly biased. John Rous, a chronicler writing  during Richard’s reign, lauded Richard as a good king with a good heart, who stood up for the common man. But after Richard’s death and the ascension of Henry VII, Rous described Richard as physically deformed and born with teeth and shoulder-length hair after spending two years in the womb. Other chroniclers took that description and ran with it…but in the process Richard’s supposedly withered arm moved from his right to his left. Oops. And portraits of Richard have, upon examination, revealed evidence of repainting to add uneven shoulders and squinty eyes. Double oops.

Similarly, most supposed murders by Richard took place during the reign of Richard’s older brother, Edward IV, and there is no evidence linking Richard with either planning or executing them. The two that did occur during Richard’s reign were both cases of treason, which was punishable by death. The only uncertain case is central to the idea of Richard as villain, though—the murders of his young nephews, commonly known as the Princes in the Tower, and one of the most famous unsolved historical mysteries.

Princes in the Tower

“The Princes in the Tower”
Artist: John Everett Millais (1829-1896)
Image credit: Wikimedia Commons, public domain

The popular image of the princes is two young boys, one an anointed king, imprisoned in the infamous Tower of London and later secretly killed, either by Richard himself or on his orders, to preserve his usurpation of the English throne. The reality is much more complicated and involves a secret marriage, a possible secret betrothal, possible illegitimacy, power-hungry courtiers, and bitter divisions between the two major “parties” of the time. Briefly, Edward IV, from the Yorkist branch of the royal family, secretly married a woman named Elizabeth Woodville, whose family members were placed in positions of power in any way possible, causing major resentment of the entire Woodville family. After Edward IV’s death in April 1483, the former chancellor for Edward, a bishop of the Church, came forward and claimed that Edward had been betrothed to another woman before marrying Elizabeth. In those days a betrothal, or plight-troth, was as binding as a marriage; thus, Edward’s marriage to Elizabeth was invalid and all of their children, including the two princes, were illegitimate. Consequently, as Edward’s younger brother, Richard was the closest legitimate heir to the throne.

Before the bishop’s revelation, Edward’s older son, also named Edward, had gone to  the Tower of London, which at that time was not only a prison, but contained living quarters. (Traditionally, heirs to the throne lived there before their coronations.) Elizabeth Woodville soon allowed Edward’s younger brother to join him. The boys were seen playing outside during the summer of 1483, but by late fall rumors were circulating that the boys were dead. The only certainty is that they were not seen alive after the summer of 1483.

There are others suspected of murdering the princes. Henry Stafford, the Duke of Buckingham, had initially supported Richard against the Woodville family, but less than six months later led a rebellion against Richard. Henry Stafford was related to the Yorkist royal family and potentially had his eye on the throne, and removing any potential claimants to the throne, even illegitimate sons, would have been in his interest. Henry Tudor was distantly related to the rival branch of the royal family, the Lancastrians, but his claim was tainted for two reasons: it was through a female line of descent, and it was through illegitimacy. Because of these reasons, Henry Tudor’s claim to the throne was very tenuous, and he would have had even stronger reasons for wanting rival claimants to the crown removed.

Richard nearly defeated Henry Tuor at the Battle of Bosworth Field in August 1485. Henry was saved only by the treachery of one of Richard’s supporters, who turned his army against Richard’s during the battle, and by multiple fighters of Henry’s own household, who brought Richard down after Richard’s single-minded charge across the battlefield almost reached Henry himself, coming so close as to kill Henry’s standard-bearer. Henry’s troops hacked and defiled Richard’s body, which was then buried with no ceremony in the grounds of Greyfriars’ Church in nearby Leicester. During the Dissolution under Henry’s son, Henry VIII, the church was destroyed. For a long time it was thought that Richard’s body had been disinterred and thrown into the River Soar.

In the end, history was written by the winner. Henry Tudor became Henry VII, married Elizabeth of York, the eldest daughter of Edward IV, and subsumed all claims to the English throne into his own family. Under the rule of Henry VII and Henry VIII, most of the male members of the House of York were executed, removing any possibility that a York might claim the throne. Chroniclers of the era painted Richard with the blackest of brushes to further delegitimize the House of York and appeal to the Tudor family. These are the sources upon which Shakespeare drew to write Richard III, and these are what have shaped Richard’s reputation over the last five centuries. Five centuries from now, what sources will historians of that time be using to write the history of today—and how truthful will they be?

lions

If you’re interested in reading more about Richard III, Milne Library has some great resources! Check GLOCAT Classic for copies of Shakespeare’s Richard III, both in print and in video form, as well as a wide range of sources about the history of late 15th-century England and Richard’s reign, by searching for “Richard III” OR “Richard the Third.” (Be sure to use the quotation marks to ensure that the search engine looks for “Richard” and “III” or “the Third” together as a phrase!) And while two excellent historical novels about Richard III aren’t part of the library’s holdings, you can use interlibrary loan through IDS (available from the library’s homepage under the tab labeled “Requests and Services”) to find copies of Sharon Kay Penman’s thoroughly researched The Sunne in Splendour and Elizabeth Peters’ lighthearted yet historically accurate mystery novel The Murders of Richard III. RichardSunneFor information on the discovery and retrieval of Richard’s bones, and the ongoing argument as to where the skeleton will be interred, Lexis-Nexis (on the library’s homepage under “Popular Resources”) is the place to go for newspaper, magazine, and other current media stories from around the world. Searching on “Richard III” retrieves almost 1,000 stories; “Richard the Third” as a search term is less focused, mixing in stories about rugby players and such, but still retrieving some interesting stories. And for a look at the scholarly literature, Historical Abstracts, which can be found by using the “Find a resource by title” search box below “Popular Resources” on the library’s homepage, produces over 100 results, including articles on Richard himself, Shakespeare’s play, and the sources he drew on, especially Thomas More’s account of Richard’s life.

 

Searching for picture books by reading level

CLCDSliderWhile you may not be able to search by reading level in Milne Library’s GLOCat+, we have access to a great resource where you can–the Children’s Literature Comprehensive Database (CLDC.)

This database allows you to search, not only by reading level–by age range, grade level or specific reading metrics like the Lexile Range–but by genre, interest level, and more.

FirstLet’s say you want to find picture books for 3rd or 4th graders about what where our trash goes or how we can reduce our trash. Put in your search terms, and then to the right specify an age range or a grade level. If you know exactly what reading level you need, look down to the bottom for the Reading Metrics.

second
The other helpful thing about the CLCD is that most of the entries provide reviews to the books so you can get an idea of whether it might be helpful to you. Many records also provide the book cover to give you an idea of the style of illustrations.

third
Once you find a book you think you’d like to use, scroll all the way to the bottom of the page and look for the WorldCat Record link. This will bring you to another database that will let you see whether Milne owns the book, or if not, where you can request it through IDS.

fourth

In WorldCat you can use the “Search the catalog link” to see where the book might be in Milne Library, or click the “Get It” link to request the item through IDS.

fifth

Other helpful features of the CLCD include being able to search award winners or reading lists, more specific subject searches, and the ability to search the reviews. Want an example of an unsuccessful book? Or a book that got rave reviews?

For more resources about searching for children’s literature or reading levels, check out the Lesson Planning LibGuide!

~  Written by Allison Brown, Evening and Weekend Manager (browna@geneseo.edu)

Go loco for local history!

Here’s a resource you probably didn’t know about, but really should — even if you’re just curious about Geneseo and its regional environs: the Local History Subject Guide.  It will lead you to all kinds of cool sources dealing with many aspects of the Genesee Valley region, including Livingston, Monroe, Wyoming, Genesee, Ontario, Orleans, Steuben and Allegany counties.

Geneseo Main St., looking toward Park St.

Geneseo Main St., looking toward Park St.

The Guide is a must-see first stop for students seeking a local take on their research topics, from American history to demographics, Native American studies, geology, business, education — you name it.  Milne Library’s own Genesee Valley Historical Collection, located on the lower level, is home to a wide variety of local historical materials, but the Guide also points to other collections, both online and physical, that are worth knowing about.  This is especially important since so much of the local history record is unique — i.e., original source materials held by single agencies.  Increased digitization of unique materials, however, is removing barriers to access, and libraries, historical societies, and museums are able to more easily share their treasures with everyone.  A great example, and one in which Milne Library has added some of its unique collections, is the New York Heritage digital repository.

So whether you’re a student on a research mission, a local history buff, genealogist, author, or simply someone a little interested in the area you’re calling home these days, check out Milne’s Local History guide and see where it leads you.

Primary Sources: Hands-on History!

Using primary sources is an excellent technique for exploring historical events or topics. Knowing what a primary source is and finding concrete examples however, can be challenging. The video below, designed by librarians Sue Ann Brainard and Michelle Costello, introduces the plight of the Little Rock Nine and their integration struggles through the use of primary sources, such as images, oral histories, government documents and music.

This video is intended to be an introduction to a set of tutorials on specific research tools and techniques used to locate and access primary sources, to be created over the next year or so.

Please feel free to contact us with ideas for content and to let us know if you are interested in designing or developing future tutorials.

Sue Ann Brainard – brainard@geneseo.edu

Michelle Costello – costello@geneseo.edu

Textbooks and Reserves at Milne

Milne library has a growing collection of required course texts for many of the courses taught on campus. Most are available for 4 hour loan at the Service Desk.

For an in-depth explanation of all that is available, check out our Find Textbooks and Course Reserves Guide.  With many options of how to access required materials for students’ different courses, the process may be confusing. This guide will help students find material for their coursework.

If Milne doesn’t have the text or course reading that you need on reserve at the Service Desk, you may be able to find it in the general collection.  Here are a few ways to find out:

  1. Search for the title in GLOCAT+ to see if we have it in the library’s general collection.
  2. Search for the title of your textbook on our How Do I Find My Course Texts library guide to see if we have it on 4 hour reserve at the Service Desk.
  3. Search for it in IDS Search to see if we can borrow it for you from another library.

 

Business News: New Website to Help Entrepreneurs

OpenBus

The Small Business Administration and Department of Labor have partnered on a new website to help states offer assistance to local entrepreneurs who want to start their own businesses.

The site is geared toward helping states take advantage of the $35 Million the federal government gave to states to implement Self-Employment Assistance programs to help those looking to create jobs in their communities.

These programs provide Unemployment Insurance recipients interested in starting a business with financial assistance, training and resources to get their businesses off the ground. Among the links to resources on the site, there is a link to the New York State fact sheet on how to apply for local assistance through this program.

Ebooks on demand!

Starting this fall, Milne Library is pleased to offer ebooks on demand from EBL, a vendor specializing in scholarly and popular books. The current collection has access to over 5,000 titles, with majority of content published between 2011 and 2012.  Publishers include:  Ashgate Publishing, Blackwell, John Wiley & Sons, Princeton University Press, McFarland & Company and several others.

To access ebook titles, students, faculty and staff need only search GLOCAT+ for subject of their choice, then limit by Show content type to “Book/eBook”.

 

Once you have a list of results you will see a link for Full Text Online.  Click.

 

 

 
The link will take you to a drop-down menu where you will select SUNY Geneseo from the list of selected institutions.

 

 

 

 

 

 

 

On the next screen you will see information about the book title you selected; click Read Online and your table of contents for the book will appear.

 

 

 

As with print books, a loan is required before access to an ebook can be made available for an extended period of time.

Borrowing a book will activate full text access for the length of the loan (in most cases 1 day or 7 days) and enable you to copy and print from the books.

Note: To continue accessing the ebook once a loan has expired, simply create or request another loan as you did your initial loan.

 

If you want to download a title to your e-reader or computer, click on the Download tab on the lefthand menu; you will need to have Adobe Digital Editions installed for downloading content.

 

Read and enjoy!
Please contact Kate Pitcher, Collection Development Librarian, if you have any questions or comments about the ebook collection.

 

Connecting the Dots: Open Access and Open Educational Resources

Join Milne Library in our celebration of International Open Access Week, October 22-26, 2012!

Cable Green of Creative Commons and Nicole Allen at Student PIRGs gave an Open Educational Resources (OER) the once-over, diving into the basics of OERs, the relevance of OERs to the library community and the intersections of OER and Open Access.

October 25, 2012
4:00 PM
Milne 208

Open Access Week is now in its sixth year, and offers an opportunity for the academic and research community to continue to learn about the potential benefits of Open Access. Our goal is to inspire wider participation in making Open Access a new norm in scholarship and research, so come to connect and discuss the Open Access (OA) movement and its impact on teaching, scholarship and research.