Presenting … Allison Brown, Milne’s Digital Publishing Services Manager

BrownAIt’s official — Allison Brown is Milne library’s new Digital Publishing Services Manager.  Allison was the successful candidate in last summer’s nationwide search to fill the newly-created position, bringing with her a proven track record of working with authors, navigating the publishing landscape, and producing a variety of publications.

Before you scratch your head too vigorously, wondering “But hasn’t Allison been here, doing that, long before this past summer?” — yes, she had been functioning as the digital publishing coordinator here in a temporary capacity for several years, and was instrumental in helping Milne build its publishing services from the ground up. The early projects, going back to 2012, include the Genesee Valley Historical Reprints Series (33 titles); Stuart Symington’s memoir, Tagging Along; and the first Proceedings of GREAT Day.

OpenSUNYTextbooksSince then, Allison has continued to produce more from Milne’s “press,” working closely with student groups, faculty, and emeriti at Geneseo and throughout SUNY. Among the current and ongoing projects she’s involved in is Open SUNY Textbooks,  for which she is project manager — working closely with authors and coordinating peer review, editing, and GDProceedingspublishing. She also continues to assist with production of the Proceedings of GREAT Day as well as advise for and coordinate publication of Gandy Dancer, the Geneseo-based, SUNY-wide student literary magazine edited by SUNY Geneseo students. With Gandy Dancer, Allison works closely with English professor Rachel Hall’s Editing & Production Workshop classes, both in and out of the classroom.

As Digital Publishing Services Manager, Allison manages to offer both publication assistance (production, project management, software training, etc.) to authors and experiential learning to the interns with whom she regularly works. She expects both areas to grow as more authors explore alternative publishing options, including open access (OA) publications and digital projects, and more students seek help with producing and managing their publications.

Allison earned a B.A. in English from Houghton College and an M.F.A. in creative writing from Emerson College in Boston. Prior to coming to Milne Library, she worked at Boston College’s library as a circulation desk assistant. Allison is an avid consumer of audio books since, she says, she seems to spend a lot of time in her car (much of it driving between her home in Rochester and work in Geneseo), and listening is a good way to use that time.

You can find Allison in her office (Milne 108) on the Library’s lower level, or contact her at [email protected] or 585-245-6020.

Lesson Plans: Resources to Engage Students and Enhance Learning

MichellePostIt can be difficult to find the right website to use in lesson planning, specifically one that contains videos, activities, games or other engaging material. I am highlighting three that stand out: two because of their high-quality content & their alignment w/the Common Core (BrainPop & PBS LearningMedia), & one that specializes in hard-to-find educational videos (Kanopy Streaming Video).

These media resources are helpful to use while creating lesson plans for your classes and for use with students in the classroom. In addition to containing subject and topic specific videos, they are also rich in lesson planning and activity ideas, many aligned to the common core.

BrainPOP creates animated, curriculum-based content. Resources include: movies, quizzes, games, mobile apps, experiments, activity pages, and much more covering hundreds of topics within Math, Science, Social Studies, English, Technology, Arts & Music, and Health. All content is aligned to and searchable by state standards including Common Core.

PBS LearningMedia provides access to thousands of classroom-ready, curriculum-targeted digital resources. Resources are aligned to Common Core and national standards and include videos and interactives, as well as audio, documents, and in-depth lesson plans. You can browse by standards, grade level, subject area, and special collections.  You must be a SOE faculty member or student to access this resource. Please contact me if you have issues accessing the site.

Kanopy Streaming Video is an on-demand streaming video service for educational institutions that provides access to more than 26,000 films. Over 80 subject areas range from Global Studies & Languages to the Arts, to Education (K-12); Technical Training to Career Development to LGBT.

For more media resource ideas, visit the Education Lesson Planning guide, or contact the Education Librarian, Michelle Costello, directly at [email protected]

Brandon West, Our New Social Science Librarian

BWestMilne Library is excited to welcome Brandon West as our new Social Sciences Reference & Instruction Librarian. Brandon joins us from SUNY Oswego where he was the Online Instruction/Instructional Design Librarian. In addition to teaching information literacy classes he used his extensive knowledge of online teaching and learning, instructional design and pedagogy to help faculty and staff develop and deliver both in-person and online courses.

Here at Geneseo, Brandon will be the liaison to the Anthropology, Psychology, Sociology, and Political Science Departments, and will work closely with faculty, students, and staff to help them with their information literacy, research, and collection development needs.

Prior to working in an academic environment, Brandon worked at the Grand Rapids Public Library in Grand Rapids, MI; he is also a former elementary school teacher, having been a fourth grade teacher in Charleston, SC.

Brandon received his B.A. at Grand Valley State University in English and Elementary Education, his M.Ed. from Grand Valley State University in Educational Technology, and his M.L.S. from Texas Woman’s University. As a life-long learner, he is currently pursuing a Certificate of Graduate Study in Online Learning and Teaching from the University at Albany.

In Brandon’s spare time he is the member of many national library committees and teams, such as the ACRL Instruction Session Teaching Methods Committee, the ALA GLBT Round Table, and he co-chairs the ACRL Distance Learning Section Awards Committee. In his spare, spare time he enjoys traveling, taste testing new restaurants, and parenting his two cat children.

Center for Academic Excellence – Fall 2014 Updates

CAEBlogOn behalf of everyone working with the Center for Academic Excellence, welcome back to campus everyone! And for those of you who are new, we look forward to meeting and serving you over the course of the next several years!

The C.A.E. is slated to  resume services on September 8th. As in years past, we will be hosting the Writing Learning Center, AOP tutoring, International Student & Scholar Services tutoring, and other educational services.

In addition to these services, the C.A.E. will also be sponsoring an expanded number of workshops this year, including:

  • Library instruction for transfer students
  • Library instruction for international students
  • Time management
  • Resource evaluation
  • Annotated bibliographies…

…and many more. You’ll be hearing more about our workshop offerings, including dates and times, very shortly.

Also, save the date! The C.A.E. Open House will be returning to the main floor of the Milne Library on September 24th from 4:00pm to 6:00pm. We’ll be sharing information about various tutoring and learning centers, and recognizing all the hard work done by your peer tutors across campus.

Stay tuned for more information in the coming weeks!

Why use Primary Sources?

A Primary source is material created at the time of an historical event and provides a true account of that event or time period. They are a great way to expose students to multiple perspectives on past and present events and issues.

Identifying and finding primary sources can be a challenge, however, which may dissuade students from using them in their research. 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.

Sue Ann Brainard – [email protected]

Michelle Costello – [email protected]

LittleRock9

Evenings at Milne Library Receive Consistent Research Support

Our new Academic Excellence Librarian, Daniel RossWhile Milne Library welcomes Daniel Ross as our newest librarian, the Center for Academic Excellence (CAE) gains essential research coverage in the evenings. The newly created position of Academic Excellence Librarian provides a true win-win situation – both the library and the CAE benefit from evening supervision, extended and dedicated research assistance, and fresh eyes to work on developing programs that bring together all support services offered by the CAE.

Daniel Ross is no stranger to working late night hours at Milne Library – first as a SUNY Geneseo history student (Class of 2009) and then as our most recent part-time Evening/Weekend Manager during Spring 2013. After graduating from Geneseo, Dan completed an MLIS (Master of Library & Information Science) at Drexel University and has now returned to the Rochester area to build his professional career.

As the support services in the CAE –

– continue to grow and strengthen, the development of an Academic Excellence Librarian position seemed the perfect fit to more cohesively tie the CAE together as one unit.  This can be done through evening oversight of the center, marketing and development of center-based workshops, and compilation of usage statistics (i.e., how, when and why students are using the center). To this end, Dan Ross brings fresh ideas, organizational skills, and a solid understanding of what it means to be a Geneseo student.

Dan began his position on September 12 and we are excited to (re) introduce him to the college community.

Milne Librarians, Published!

LILACCongratulations to Milne Librarians, Kim Hoffman and Michelle Costello on the recent publication of their article,

Davies-Hoffman, K., Alvarez, B., Costello, M., & Emerson, D. (2013). Keeping pace with information literacy instruction for the real world: When will MLS programs wake up and smell the LILACs? Communications in Information Literacy, 7 (1), 9-23.

Communications in Information Literacy is a peer-reviewed, open access journal dedicated to advancing knowledge, theory, and research in information literacy.

Conceiving and implementing LILAC (not just once, but twice! as well as inspiring several similar programs) and now publishing to advocate change in the education of future librarians; they’re making an impact! Nice work, ladies!

Curious about the Library Instruction Leadership Academy (LILAC)? You can take a look at the “greatest hits” video from the most recent series to get an idea of how it has impacted the latest group of librarians in the program. You can also learn about the first series in an earlier blog post from 2010.

And let’s not forget that in 2011, The Association of College and Research Libraries (ACRL) selected Kim and Michelle to receive its Instruction Section (IS) Innovation award for their work in developing LILAC.

When you check out the article, also be sure to look for comments from Alyse Hennig, Geneseo-grad-turned-Librarian too!

 

 

 

 

 

 

 

 

LILAC II

In collaboration with the Rochester Regional Library Council and many, many librarian volunteers throughout the Western and Central New York State area, Milne Library is thrilled to announce the kick off of the second Library Instruction Leadership Academy (LILAC).  The first program, envisioned by Milne librarians Michelle Costello and Kim Davies-Hoffman, was offered in Spring 2010 with 11 participants – librarians who were new to classroom instruction and who desired a more effective and engaging teaching approach.

This year’s LILAC has attracted many more applicants but could only accommodate for its current 21 students.  Participants hail from Buffalo, Alfred, Rochester and Syracuse and the types of libraries where they work is just as diverse – the Adam Mickiewicz Library & Dramatic Circle (the oldest surviving Polish library in Buffalo, NY), the Business Career Management Center at University of Rochester’s Simon School, the Scottsville Free Public Library and SUNY’s Upstate Health Sciences Library, just to name a few.

An additional highlight to the exciting array of students is the inclusion of three recent SUNY Geneseo graduates who have gone on to pursue a Masters in Library Science – Bonnie Archer (‘07, English Literature), Maura Proctor (‘04, History, Honors Program), and Chad Taylor (‘99, Philosophy with English and Medieval Studies minors).

While serving different age groups, populations and special interests, all 21 LILAC participants have one thing in common – the desire to become better teachers.  They started on this path by attending 1) the January 24 kick-off celebration where they were able to become acquainted with the expectations of the LILAC program and meet like-minded librarians in their cohort and 2) the first two full-day workshop which took place on January 28 and February 27.

SUNY Geneseo Education professor, Dr. Brian Morgan*, led the foundational workshop for the academy which focused on pedagogical theory and how to translate that into effective teaching practice.  The intention of LILAC is that subsequent presenters will address and emulate the theory-to-practice model, as introduced by Dr. Morgan and through their own workshop delivery. *

To prepare LILAC students for their next workshop session, Teaching with Technology (March 27),  the academy planning team has immersed them in educational technology.  Pre-workshop, the students joined in a discussion around learning new technologies via Voicethread, during the session, students will choose a chat room (from a choice of three learning management system [LMS] platforms) where they will engage in creating a new learning (digital) asset, and then come together for a larger group discussion in Blackboard’s Collaborate.  The LILAC LMS, Moodle, will provide the traditional text-based discussion forum for students to reflect, share ideas and ask questions post-workshop.

LILAC will run through June 2013 with a total five full-day workshops; observations of librarians’ teaching; outside (online) reading assignments, reflections and student discussions; and a final mini-presentation that demonstrates improved teaching practice.

Already recognized nationally by the ACRL Instruction Section Innovation Award, LILAC organizers are hopeful of similar success for their participants in 2013.  We are also pleased to announce the upcoming publication, “Keeping pace with information literacy instruction for the real world: When will MLS programs wake up and smell the LILACs?” in the online, open access journal Communications in Information Literacy. The u

ltimate goal in writing this piece is to gradually transform graduate-level curriculum in Library and Information Science programs across the country.

Claud1

Ms. Jane Mannheim Claud, Geneseo ‘69

* The inclusion of a Master Instructor with expertise in pedagogical theory and practice was made possible by a generous donation from Ms. Jane Mannheim Claud, Geneseo ‘69.

Apps for Academics: Milne Professional Development Series

Apps4AcademicsThursday, April 11th
2:30-3:30 PM
Milne 121
Almost half of American adults own smartphones [1], and many of us use them to get things done at work. Join Science Librarian and iPhone user Bonnie Swoger as she leads a discussion about our favorite smart phone and tablet apps. Come prepared to learn about new apps and share your favorite apps to get things done, connect with others and keep up with news and scholarship.
The Milne Professional Development Series is an opportunity for the informal exchange of ideas related to scholarly communication, technology, instructional design, higher education and other topics relevant to our work at SUNY Geneseo.  There will often be refreshments and coffee. A list of Spring 2013 workshops is now available on the library website, and look for the list of Summer 2013 workshops to be posted soon.

1. http://www.pewinternet.org/Reports/2012/Smartphone-Update-2012.aspx

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.